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FROM TUESDAY, MAY 13th, TO FRIDAY, MAY 16th, 1862. 




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JAMES ANTHONY & CO., PRINTERS, UNION BOOK AND JOB OFFICE. 
1862. 



PROCEEDINGS 



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Senate Chamber, May 13, 1862, } 
T\ o'clooe:, p. m. f 

The Institute met pursuant to the provisions of the Constitu- 
tion. 

The President, Dr. F. ¥. Hatch, called the Institute to order, 
and proceeded, in compliance with the Constitution, to deliver 
his semi-annual Address : 

ADDRESS OF DR. F. W. HATCH. 

Ladies and Gentlemen oe the Institute : 

As in our private lives, as individuals, we all need an occasional relief from the 
cares of active business, and seek to unburden and refresh the mind by companionship 
with others, so, as members of a great and difficult and arduous profession^ it is meet 
to break, at times, the chains which bind us to duty, and throw off the restraints 
which necessity or choice imposes, and mingle in unreserved and friendly association 
with the fellow laborers in our vocation. We all need relaxation ; the mind tires 
of monotony, and grows worn and wearied with daily application to routine duty. 
Mind and body are alike refreshed and strengthened by variety in employment. For 
this, if for no other reason, the return of this semi-annual season should be welcomed 
with pleasure. 

But though this is one of the inducements — one of the agreeabie motives for main- 
taining this association, it is not the only one. It has a higher and a nobler aim. It 
promises a greater achievement, and invites us by the hope of improvement, and the 
assurance of utility. Intelligent followers of the same pursuit can never be thrown 
together in social intercourse and friendly consultation without mutual improvement. 
This is especially true of Teachers. Success with them is mainly the result of expe- 
rience, and we can frequently learn as much through the experience of others as our 



SACKAMENTO COUNTY 



own. It is by comparing experiences, by learning the results which have followed 
different methods, by observing the fruits which have been accumulating as the reward 
of effort, that perfection can be attained. This should be kept in view as a prominent 
object for the formation and perpetuation of this Institute. 

The events of the last six months have fallen heavily upon all our interests. Every 
department of life has suffered, and, perhaps, none more than that in which you, my 
friends, have been engaged. Some of our most nourishing schools have been sus- 
pended, the consequences being witnessed to day in the absence of some of those 
whose hearts have always been warm in devotion to the cause of education, and ear- 
nest in behalf of our association. These events have been such as to prevent a com- 
pliance with that provision of the Constitution which prescribes the subject of this 
address. But while I cannot enter into details, and poiut out the defects which exist 
in each of our schools, I design to occupy -the few moments allotted to me by a brief 
recital of a few of the most prominent errors which have been from time to time ob- 
served during my official visits to the schools of the county. 

One of these consists in what I conceive to be a defect in the method of instruction. 
Many teachers seem to confine themselves too exclusively to the books. They have a 
series of text books placed in their hands, and appear to regard their whole duty to be 
accomplished by a scrupulous observance of the rules or lessons they contain. Books, 
indeed, are useful and necessary, but they embody only a small portion of the teach- 
er's duty. Children need something practical — something illustrative and capable of 
attracting. They grow weary with the fixed and formal rules of the books, and fre- 
quently fail fully to comprehend them. In our Primary Schools, especially, which 
most of the country schools really are, something is required to interest and engage 
their minds — some simple elucidation of truth — some plain, familiar illustration which 
the youngest may seize upon and retain. Up to the age when most of our youth 
leave the Primary Schools, their reasoning faculties are undeveloped, and they are 
unable to grasp by real intellectual process the propositions which are presented to 
them in the formal methods of the books. Tell a young child, in the language of the 
books, that " the difference between two numbers is such a number as added to the 
less will give the greater," and, though his memory may retain the words, he will, in 
nine cases out of ten, fail to gain a single idea by the definition ; but give him an 
illustration, awaken an intelligent perception of the truth, and it will never be effaced. 
With them, the perceptive powers are always most active. The sensible qualities of 
matter — of all they feel, hear, see, smell or taste — are clear to their understanding, 
and by the information they convey serve to show their relation to the external world, 
and for the accumulation of a fund of useful, practical information. 

The method of instruction pursued in our schools, should be as closely as possible 
an imitation of the method by which nature herself educates us all. The child learns 
naturally through the senses, by perception, memory and comparison. It is only in 
later years that abstract truths can be understood, and that the reasoning powers are 
brought actively into exercise. Hence, our earliest efforts should be to bring the per- 
ceptive faculties prominently forward, to cultivate them, educate them. This, object 
teaching is partly intended to accomplish. 

Show the youngest scholar an object and explain it, and it will make an impression 
on its mind which will remain through life ; but unless the senses can be made to 
recognize and appreciate it, the most elaborate description will be forgotten. You 
may as well attempt to teach Geography without a map, as the physical properties of 
matter, or the nature of the simplest objects of every-day association, without the 
objects themselves before the child to form legitimate and tangible subjects of com- 
parison. Hours may be consumed in endeavoring to explain to a pupil the sensible 
differences in blades of wheat and barley, and he might never be able to recognize the 
one from the other ; but show him a blade of each, let him observe the distinction, 
and he will never forget it. 

The general adoption of this plan of instruction in all our schools would have a 
most beneficial influence. A plain lecture by a competent teacher upon any of the 
material objects with which we are most familiar — a piece of chalk, a pebble, a grain 



TEACHERS' INSTITUTE. 



of wheat — will convey more substantial information, make a more lasting impression 
upon the mind, than hours of study with the book. 

The advantages of object teaching, moreover, to the teacher himself, should not be 
overlooked. Its successful pursuit requires study and application. He who seeks to 
convey information to others, must himself entertain a clear understanding of the 
subject of instruction. Its effect must be, therefore, to discipline his own mind, to 
induce a habit of close observation — of strict analysis — a capacity to seize the promi- 
nent points. It affords him, also, a useful exercise in explanation and off-hand conver- 
sation, and serves to beget a self-confidence which is an indispensable accomplishment 
of an efficient teacher. 

I have thrown out these general views upon the subject of object teaching, because 
I believe it to be an almost essential element in school instruction. It is not a ques- 
tion of theory, but a thing which has been tested, a great, practical, but much over- 
looked truth. Mr. Anderson will address you more fully upon this subject, and will 
present it, doubtless, in such a manner as to illustrate both the method and its advan- 
tages. 

Another defect which I have noticed, is a want of system in government. My 
friend Mr. Jackson contended, a short time ago, that there was no system of educa- 
tion ; he might have said that there is, as yet, no system of government. Every 
teacher, if at all qualified for his business, has some system of teaching, something 
which he has adopted as his own, or found to be available with others ; but I fear that 
some have overlooked the importance, even in their own schools, of a uniform method 
of discipline and government. .Rules in the school-room, to be generally obeyed, 
should be made to bear alike on all. They should be held up before the pupils as 
their guide — things to be observed by all — living, tangible monitors. Yet, how often 
do we see, even in good schools, a fickleness of purpose in their enforcement — a want 
of uniformity — a partiality here or there — firmness, or even severity with this one, 
leniency with another. 

The evils attendant upon this unfortunate habit, are too evident to need explanation. 
Children are ever ready to observe the slightest manifestation of partiality. They are 
close observers of all that affects their individual rights and privileges. They are 
strict constructionists of the laws made for their government, and jealous of favorit- 
ism. This absence of uniformity, too, induces a want of respect for the rule itself. 
A law once broken with impunity is open to endless infringement. Its moral force is 
destroyed. The teacher should, therefore, be constantly on his guard against these too 
common errors — indecision on the one hand, and partiality on the other. 

Another subject worthy of a brief allusion, is that of the neglect of the elementary 
branches, the very rudiments of knowledge— especially of Orthography in its full sig- 
nification. " Orthography," the books tell us, " teaches the nature and properties of 
letters, and the correct spelling and writing of words." To learn the names of the 
letters is but a small part of what is embraced in the first clause of this definition. 
The different sounds of letters, the oral elements of which they are the representa- 
tives, their true force and uses should be early impressed upon the mind of a child. 
This is the key to success in mastering the difficulties of language. Indeed, it is a 
question of doubt whether the common habit of teaching the beginner the names of 
the letters without reference to their oral elements, is not rather an injury than an 
assistance. But that to which I designed to call your attention more particularly, at 
the present time, is embraced in the second part of the definition— spelling itself. 
Without a facility in spelling, no education can be complete. It lies at the very 
foundation of all ; it is the first step in the ladder ; it is an accomplishment at which 
every one should aim, and whose neglect too often brings mortification and shame. 

Those who have been associated with me upon the Board of Examination will cor- 
roborate the statement that, of the different branches which are made to constitute 
the test of a teacher's qualification, it is in this that failures most frequently occur. 
The error is one that dates back to the Primary School — to a neglect of the first step 
in their studies — to the very defect against which it is my present purpose to warn 
you. The practice of hurrying over a single lesson daily will never make good spell- 



SACRAMENTO COUNTY 



ers. It is something requiring perseverance, effort — what is called drilling into the 
mind. It is an exercise in which, as far as practicable, the whole school should engage, 
and be encouraged to excel. It should be prominent throughout the whole course of 
a child's pupilage. If taught, as it should be, in connection with the principles of 
orthography, in its restricted sense — with a knowledge of the elements of the words, 
the properties and power of the letters, it becomes divested of much of its difficulty, 
and ceases to be entirely an exercise of memory. The two parts of the definition 
given above, are, in fact, inseparable. The first is necessary for facility and perfection 
in the second, and should constantly be associated with it in practice. This is fre- 
quently lost sight of, or altogether ignored. A candidate for examination once said 
to me, that he considered himself " unsurpassed as a teacher of Orthography, but that 
spelling, as it depended entirely upon memory, he professed to know but little about." 
His ignorance of the subject, was, in fact, fully demonstrated by the test of examina- 
tion. The best method of teaching spelling might properly be brought up for discus- 
sion during the exercises of the Institute. 

Intimately connected with this subject is that of reading. It is a truth generally 
admitted, that among the mass of educated men, there are but few good readers; and 
the fact is, doubtless, referable to a defect in early education. The method of teach- 
ing this branch in some of our schools is extremely faulty. Too little attention is paid 
to the rules which custom and authority have sanctioned as the basis of a good 
standard ; or, though these are taught, their enforcement is practically neglected. 

I believe that in most of our schools a laudable desire has been manifested to teach 
well the art of reading, and it affords me pleasure to bear witness to the success which 
has ensued. In some instances, however, there has been a want of care, of a strict, 
compulsory adherence to propriety and rule. If the emphasis is faulty, it is passed 
over uncorrected ; if the articulation is erroneous and indistinct, it is either unob- 
served or permitted without an effort to improve it. The pauses, too, are often neg- 
lected, and, in reading poetry especially, pauses are introduced when not only none 
are required by the sense, but when their introduction makes the whole passage non- 
sensical and ridiculous. I have heard even educated persons convert a couplet in 
verse, expressive, when properly read, of the purest and most devout sentiment, into 
one well calculated to excite a smile. 

The best way of insuring success in teaching reading is to begin right — even in the 
Primary Schools. Let no error be overlooked. The selections should be such as are 
within the comprehension of the pupil, for unless the child understands the passage he 
is reading — unless there is some correspondence between the sentiment of the author 
and the ideas of the reader, correct reading will seldom be attained. 

To one other subject I desire, briefly, to call your attention. I allude to cleanliness 
in the school-room. Probably all will agree with me upon the necessity and desirable- 
ness of a proper amount of caution in this respect, and its neglect is, doubtless, due 
rather to carelessness and inattention than to an incomprehension of its importance. 
In many of our country school-houses, indeed, the inducements to effort seem to be 
but small, and many difficulties exist from which our city schools are exempt ; but 
even there, much may be effected by a little care, and by the enforcement of a general 
rule. Apart from considerations of comfort, neatness in the school-room and its 
arrangements is calculated to exert an excellent moral influence over the pupils. It 
conduces to good habits which will abide with them through life. It should be incul- 
cated as one of the first lessons to be learned, and will add much to the attractiveness 
of even the rudest building. 

A mere allusion to this subject will be sufficient. The little pieces of paper scat- 
tered here and t.iiere around the room — the books lying about in disorder — hats and 
bonnets distributed in endless confusion — floors to which the broom seems to have 
been long a stranger — the absence of anything like a convenient and symmetrical 
arrangement, of the desks and benches — all not only produce a bad impression upon 
the visitor, but exert an unhappy moral influence upon the pupils. In attention to 
this subject, the teacher should set a good example to his school, yet there is a care- 
lessness too often exhibited well calculated to neutralize the most studied admonitions. 



TEACH EKs' INSTITUTE. 



Not very long since, I visited a school where a neglect of ordinary prudence in this 
respect was the occasion of much embarrassment both to the teacher and myself. It 
was a warm day in Summer, and as I halted, after a long ride over the unsheltered 
plains, beneath the shade of the broad, green oaks by which the little school-house 
was surrounded, and stood luxuriating in the fresh south wind which swept among the 
overhanging branches, I was forcibly struck by the beauty of the spot, and its fitness 
for the use to which it was devoted. There was an air of comfort and quietude about 
it, which for the moment charmed me. With thoughts such as the occasion would 
naturally suggest, I entered the room, and stood before the school and its teacher. 
Alas ! how doomed to disappointment were the anticipations I had formed. The scene 
was one which I shall never forget, yet cannot do justice to. Upon either side were 
stationed irregular and ill-arranged rows of hacked and ink-covered desks and benches, 
well filled with bright, intelligent boys and girls ; at the further end of the room, a 
table upon which lay conspicuously a switch worthy of the days when Dotheboy's Hall 
was at the summit of its popularity, and in which Squeers himself might have gloried ; 
and in the center, overlooking all, stood the teacher, a worthy, well educated, earnest 
and, I believe, warm hearted man, with beard unshorn, coat off, and neck relieved even 
of the loose protection which a light cravat or a button might have furnished, striving 
to awaken the perceptions of a class to a comprehension of a sum in Arithmetic. The 
whole interior of the place, the peculiar position of the parties, the dishabille condi- 
tion of the teacher, while they were well calculated to develop a sense of the ridic- 
ulous, could not be regarded without regret. It made a strong impression upon my 
mind, and serves as a forcible illustration of the importance of the subject in which 
we are engaged. It was an instance of thoughtlessness upon the part of an excellent 
teacher, of the impropriety of which no one could be more sensible than himself. 

I should be trespassing too much upon your time to detain you longer. The remarks 
thrown out are such as have occurred to me a£ being not inappropriate to the present 
occasion, and as suggestive of some improvements in the methods of teaching, or in 
the general conduct of a school. 

We meet, to-night, my friends, under the sanction of a perfect organization. A 
Constitution has been adopted, rules have been framed, and we are in a condition suit- 
able for profitable employment. It remains with you to make this Institute effective, 
a source of mutual improvement, as well as of pleasant relaxation from the daily rou- 
tine of arduous labor. It is my belief, that the moral influence exerted by this asso- 
ciation, in stimulating all engaged in it to improve and to perfect themselves in the 
duties of their profession, in awakening a spirit of imitation in other sections, in lead- 
ing the public mind to a recognition and true appreciation of the value of faithful and 
competent teachers, and of the respect due to them as members of an honorable pro- 
fession, has amply repaid you for the time and thought bestowed upon it. I know 
that it is recognized by all thinking, intelligent men, as a necessary and important 
instrument in promoting the cause of education, an indispensable agent in building up 
a sound, practical system of Common Sphools. I am confident you will find it, if 
rightly conducted, a means of permanent profit, and that the information derived from 
the social intercourse with each other, and the free, unrestrained interchange of thought 
and comparison of views of which it furnishes the occasion, will be witnessed in rich 
fruits wherever its influence may be extended. The success of the Institute will 
depend upon yourselves. Here, as in other matters, the old proverb is true : " Palma 
non sine pulvcre." 

Institutes are being established in many of the counties ; the laborers in the cause 
of education have taken hold of the work with an earnestness which can suffer no 
defeat. Sacramento should not be behind-hand. The capital county in the State 
should take the lead, and invite others to follow her. She has the necessary elements 
within herself — a corps of teachers equal to those in any other county. Come up to 
the work, then, nobly and earnestly, determined to excel. Let nothing else satisfy 
you, and your motto, with reference to others, be " Aut Ccesar, aut nihil." 

After the conclusion of the Address of the President, the roll 



o SACRAMENTO COUNTY 

was called by the Secretary, all the members answering to their 
names except the following, to wit : Messrs. Lawlor, Bohannon, 
Langston, Sibley, Drummond, Brubaker, Howe, G. Smith, 
Misses Keegan, Doyle, Dunn, Sumner, Lyon, Miller, Anderson, 
Chamberlain, Baker, Howe, and Mrs. Bates, Boothby, Or and 
Folger. 

The next order of business being the admission of new mem- 
bers, Messrs. D. H. Kimberlin, A. B. Eaker, E. W. Spring, Mrs. 
Y. Mills, and MissE. Gates, made application, and, having paid 
the constitutional entrance fee, their names were enrolled upon 
the list of Active Members. 

On motion of J. "W". Anderson a committee of three was ap- 
pointed to consider and report a plan by which the instructions 
and action of the Institute might be made of more practical 
benefit to the Teachers of the county. 

The President appointed on said committee, Messrs. J. "W. 
Anderson, A. E. Jackson and Miss M. E. Gates. 

Mr. Jackson moved that the Institute consider the following 
resolution, to wit : 

Resolved, That the changes made, of late years, in the Methods of Teaching, are no 
improvement upon those of former years. 

Mr. Jackson argued at some length in support of the resolu- 
tion, and in the course of his remarks defended the views which 
he had, on anothei. occasion, maintained upon the subject of a 
want of system in Education. 

Mr. Anderson was utterly opposed to the sentiment of the 
resolution, believing that more advancement was made under 
the present system, both in the acquisition of knowledge and in 
mental development. He stated that under the old plan there 
was little real mental development, and that good, useful educa- 
tion was only commenced after the pupil had left the school- 
room for the theater of life. 

Mr. J. B. Harmon, being present, volunteered a few remarks, 
defending the position assumed by Mr. Jackson, so far as it re- 
lated to discipline. He was in favor of the knock-down policy 



TEACHERS INSTITUTE. 

of the schoolmasters of old. He would have order, strict disci- 
pline, at any cost. 

The discussion was continued by Mr. S. A. Smith, who op- 
posed the resolution in some practical remarks. 

The further consideration of the subject was, on motion, indefi- 
nitely postponed. 

Mr. S. A. Smith made some suggestions relative to the neces- 
sity of adopting a uniform order of studies in the schools 
throughout the county, and moved the appointment of a com- 
mittee of three whose duty it should be to prepare such a course 
and report to the Institute as early as convenient. 

The motion was carried, and the President appointed Messrs. 
S. A. Smith, J. A. Simons and A. S. Dubois. 

After some suggestions as to the importance of punctuality in 
the attendance of members upon the meetings of the Institute, 
on motion of Mr. Jackson, the meeting adjourned until 9 o'clock, 
a. m., May 14th, 1862. 

Receipts of the Evening. — From D. H. Kimberlin, A. B. 
Eaker, E. W. Spring, Mary E. Gates, one dollar each, for en- 
trance fee ; from A. R. Jackson, S. A. Smith, M. S. Templeton, 
J. ~W. Anderson, Mary E. Gates, each fifty cents, for dues of 
the term.— Total $6 50. 

F. W. HATCH, President. 

J. W. Anderson, Secretary. 



SECOND DAY. 

Wednesday, May 14, 1862. 
The Institute was called to order at 9 o'clock, a. m., by the 
President. 

The roll was called, and all answered to their names except 



10 SACEAMENTO COUNTY 

Messrs. Madden, Pope, Lawlor, Bohannon, Langston, Sibley, 
Druinmond, Brubaker, Howe, and Misses Keegan, Doyle, Dunn, 
Sumner, Lyon, Miller, Anderson, Chamberlain, Kelly, and Mrs. 
Bates, Orr and Folger. 

The Minutes of the last meeting were read and approved. 

lectures and addresses being then in order, Mr. Geo. S. Smith 
proceeded to entertain the Institute with a highly interesting 
and instructive essay upon the subject of " School Amusements." 
He spoke at length of the advantage of suitable exercise to pu- 
pils, and enumerated many of the different methods which could 
be adopted in .every school. 

In connection with the address of Mr. Smith, Mr. Jackson 
introduced the following : 

Resolved } That the selection and practice of amusements in our schools should be 
left to the pupils themselves, without interference by Directors or Teachers. 

Mr. S. A. Smith was opposed to the resolution. He contended 
that children should be controlled in their exercises ; they 
should be promp.ed to such as would be, in the highest degree 
beneficial, tending to develop the body. In his school in the 
country it would be impossible for him to introduce a systematic 
course of school exercises ; their necessity was not appreciated 
in the country districts ; parents generally thought that their 
children had sufficient exercise otherwise, and that their time in 
the school should be appropriated to study. 

Mr. Simons was a firm advocate of out-door exercises. He 
was in the habit of encouraging racing, running, jumping, etc. 
He mixed with the pupils in their plays. He thought there was 
generally too little regularity in the amusements and exercises 
of children ; they should be systematic, pursued daily, and not 
by fits and starts. He could not support the resolution, though 
he thought too much interference unwise. 

Mr. Dubois .concurred with Mr. Smith in regard to the diffi- 
culties to which he had referred. Exercises could be more easily 
regulated in private institutions than in the public schools. 

Pr. Peck was almost in favor of Mr. Jackson's resolution. 



teachers' institute. 11 



It was difficult for Art to regulate nature. In his school, a long 
time ago, how many years he would not say, he recollected what 
direction amusements took, and that was no direction at all. 
The children followed nature's teachings. Yet he was in favor 
of regular gymnastic exercises, during a limited portion of the 
day, under instruction, but it should 'be only for a limited time. 
Children were. apt to be too much controlled. He would have 
male and female pupils exercise separately. 

Mr. Jackson thought, that if the sentiment of the resolution 
was true, it involved the commingling of the sexes in the play 
ground. He was in favor of this. We are all social beings and 
should be trained together. This was an important question, 
and ought to be determined. For the sake of drawing out the 
opinion of teachers, especially those of the ladies, he asked Miss 
Stincen what her course had been in this respect. Miss Stincen 
replied that she did not generally permit the boys and girls to 
play together, and was opposed to the practice, but was at present 
compelled to, owing to the condition of the school yards, inci- 
dent upon the floods. 

Miss Kercheval in reply to a similar interrogatory by Mr. 
Jackson, was in favor of separate play grounds, but in conse- 
quence of her school yards being in condition similar to that of 
Miss Stincen, she was obliged reluctantly to submit to the com- 
mingling of the sexes. 

Mrs. Mills stated that she began teaching twenty-one years 
ago in Ohio. In one school there were sixteen teachers and one 
thousand pupils. There the play grounds were separate, except 
for the younger pupils ; but even in the higher departments it 
was found impracticable to enforce the rule. She was in favor 
of mixing the sexes in play. The influence was good on both, 
especially on the boys, who when in the society of girls were 
under some restraining influences. 

Mr. George Smith was opposed to permitting boys and girls 
to play together. The effect was bad. He was also opposed to 
the resolution offered by Mr. Jackson. He thought there was 



12 SAOKAMENTO COUNTY 

no difficulty in controlling children in their exercises. They 
should not be allowed to exercise too much, and they should be 
instructed to use proper kinds ; gymnastic exercises should be 
especially encouraged. One objection to the commingling of 
the sexes in play arose from the peculiar dispositions or propen- 
sities of each. Boys and girls naturally choose different kinds 
of exercise or amusements. On this account there seemed to be 
a natural propriety in their separation. 

Mr. Anderson thought calisthenie exercises should be intro- 
duced into every school. He did not believe objections would 
be raised by any one ; their necessity need only be impressed on 
the minds of the community. He proceeded briefly to explain 
the physiological principles connected with this subject, and 
illustrated some of the simple methods by which calisthenie 
exercises might be profitably conducted. He was decidedly 
opposed to the commingling of the sexes in play ; it should be 
strictly forbidden. 

Mr. 8. A. Smith insisted that those exercises could not be in- 
troduced into the country schools ; some of his pupils walked 
from three to five miles daily to school and he thought they got 
exercise enough. 

On motion of Mr. Jackson the resolution was laid upon the 
table. 

Mr. Anderson arose to make some inquiries. He wished to 
know how many of the teachers present had ever pursued a sys- 
tematic course of disciplinary study for themselves — how many 
sought to keep up with the age — with its improvements ; how 
many devoted a specific portion of their time to improving them- 
selves in the studies they were called upon to teach. In other 
professions a different course was pursued ; the members of these 
professions endeavored to keep up with the progress of the times, 
and to profit by the improvements which were introduced. He 
wished to hear opinions as to the propriety of adopting a course 
of studies for teachers. 

Dr. Peck urged the importance of the suggestion in a few 
remarks. 



teachers' institute. 13 

The Secretary, as Chairman of the Special Committee to de- 
vise a plan of proceedings, etc., presented the following report : 

Sacramento, Cal., May 14, 1862. 
Ladies and Gentlemen : We, your Committee to whom was referred the duty of 
devising some plan by which the instructions of this Institute might be rendered of 
more practical importance to teachers throughout the county, would report that we 
have had the matter under consideration, and recommend the following, viz : 

That suitable persons be selected from the teachers, by the members of the Insti- 
tute, whose duty it shall be to form classes of the teachers and others, and, by con- 
ducting recitations, illustrate, practically, their methods of teaching the various banches 
taught in our schools. It is recommended that these classes be conducted through 
the recitation in every respect, by the teacher, as such teacher would conduct them in 
his or her school-room, and in such a manner as will be suitable for Primary, Interme- 
diate, or higher classes. 

It is not designed that the exercise shall be confined to any one teacher, but that 
the plans of as many as time will allow shall in this way be seen, in order that teach- 
ers may have an opportunity of judging in regard to the merits of all, and selecting 
for themselves sueh as in the judgment of this Institute may be deemed roost efficient 
in the proper education of the pupils in our schools. 

Whilst your Committee fully appreciate the advantages to be derived from lectures, 
they deem it of more importance that the deliberations of the Institute may be of 
such a nature that teachers may be practically benefited by illustrations and actual 
exercise in those matters which more immediately concern them, in the discharge of 
the responsible duties of their vocation. All of which is respectfully submitted. 

J. W. ANDERSON, ) 

A. R. JACKSON, [ Committee. 

MISS M. E, GATES, ) 

The report was, on motion, adopted, and Mr. Jackson gave 
notice that in the afternoon session he would move to take up 
the subject of Arithmetic. 

On motion the Institute then adjourned until 2 o'clock, i\ m. 

^Receipts of the Meeting. — From Mrs. Mills, Mrs. Freeman, 
Miss McConnell and Mr. G-. A. Crannell, each, for entrance fee 
one dollar — from Mrs. Folger, Misses McConnell, Hale, Mitchell 
Howe, Collins, Osborne, Stincen, : Kercheval, and Messrs. Dubois, 
Crannell, Kinney and Spring, each, for dues of term, 50 cents. 
Total receipts, $10 50. Former receipts, $6 50 — making total to 
date, $17 00. 

F. W. HATCH, President. 

J. W. Anderson, Secretary. 



14 SACRAMENTO COUNTY 



AFTERNOON SESSION. 

Wednesday, May 14, 1862. 

The Institute met at 2 o'clock, p. m., the President in the chair. 

In the absence of the Secretary Mr. M. L. Templeton was ap- 
pointed to act temporarily. The roll was called, and all the 
members answered to their names except Messrs. Madden, Pope, 
Dubois, Bohannon, Sibley, Kinney and Drummond, and Misses 
Kercheval, Hale, Keegan, Doyle, Dunn, Lyon, Kelly and Miller. 

On motion the reading of the Minutes of the previous meet- 
ing was dispensed with. 

Miss E. A. Emmons applied for a membership, and, having 
paid the constitutional entrance fee, her name was enrolled as 
an active member. 

Mr. Simons offered the following resolution, which was laid 
over, under the rule, viz : 

Resolved, That Article III, Section 1 of the By-Laws, be amended by striking out 
the word "quarter" and inserting the word u sessio?i." 

Mr. Peck, at the request of the members of the Institute* 
formed a class in Grammar, and proceeded to elucidate what he 
conceived to be the proper manner of teaching the same. After 
questioning the class, at some length, upon the principles of the 
subject, a discussion arose upon some points connected with the 
method of teaching this important branch, which was partici- 
pated in by Messrs. Lawlor, Jackson and Anderson. 

On motion of Mr. Anderson, Mr. Templeton was requested to 
exemplify his method of teaching Grammar, on Thursday after- 
noon. 

Mr. Jackson then, on motion of Mr. Anderson, entertained 
the Institute by a clear and able exposition of his process of 
teaching Arithmetic. Upon the conclusion of his exercise, the 
subject was deferred for future consideration. 

There being no further business, the Institute adjourned until 
7-| o'clock, p. m. 

Receipts of the Meeting. — From Miss E. A. Emmons, entrance 



teachers' institute. 15 

fee, one dollar ; Mr. J. A. Simons, term dues, 50 cents. Total, 
$1 50. Total receipts to date, $18 50. 

F. W. HATCH, President. 
J. W. Anderson, Secretary. 



EVENING SESSION. 

Wednesday, May 14, 1862. 

The Institute met pursuant to adjournment, at Tf o'clock, p. 
m., F. W. Hatch, President, in the Chair. 

The roll was called, and Messrs. Jackson, Madden, Pope, Du- 
bois, Bohannon, Langston, Sibley, Drummond, Brubaker and 
Howe, and Misses Stincen, Kercheval, Boyle, Dunn, Sumner, 
Lyon, Miller, Anderson, Spaulding, Chamberlain, Baker, Howe, 
McGregor, Gates and McConnell, and Mrs. Bates, Orr and Free- 
man were absent. 

Minutes of the two previous meetings were' read and approved. 

Lectures and Addresses being in order, the President read an 
essay upon the subject of " The Commingling of the Sexes in 
the School-room," which had been prepared by One of the 
Ladies, under the signature of Rebecca. 

THE COMMINGLING OF THE SEXES IN SCHOOL 

BY EEBECCA. 

I take the affirmative most decidedly, and I shall endeavor to prove by some illus- 
trations, feeble though they may be, the utter fruitlessness of all effort to baffle that 
which was, from the foundation of the world, ordained by nature. The attempt to 
separate the sexes during the innocent years of youths always did appear to me most 
absurd. 

Did our God place Adam in one garden and Eve in another during their innocence, 
and only allow them to meet after having eaten of the fruit of the tree of knowledge ? 
Were they not placed together to learn together ? It is admitted Eve took the lead 
in those days ; and if we women have the credit of being the authors of all the evil 
in the world,, why not, even at this late day, retrieve our characters ? There is wrong 
everywhere 5 we feel it from our cradles to our graves. Eve was the first to advance 
in that early school, and is it not granted often and often since that day, she it is 
who incites onward ? The soul cries out, why may it not always be for the good, for 
the right ? 

Cannot the gray-haired man recall the healthful influence exerted over his school 
days by his fair neighbor ; and cannot she,- though bowed with the weight of years^ 



16 SACKAMENTO COUNTY 



still dwell with enthusiasm upon those days, when he, with his stronger arm and proud 
step, carried that heavy satchel of books, often holding with a firm hand the um- 
brella, which troubled her so much — perhaps giving her the solution of some deeply 
puzzling example — she, in turn, giving him an encouraging word ? If that boy has a 
taste for the profane and vulgar, when in her presence, he knows not why, something 
restrains him ; he forgets the truant path and loathes its filth and wickedness. Yet 
there are those who hold up their hands in holy horror and say — this should not be, 
boys and girls in the same room ! Nature is so depraved it is utterly impossible that 
good should come of it. Nothing can be learned ; each boy is thinking of some girl, 
each girl of some boy ; they write notes, they plan excursions, and in such nonsense 
the time is all trifled away ; the one drawing the other downward in the scale of 
morals. 

To such I would say, " evil to him that evil thinks." To those young minds, it is 
most often the suspecting wrong that first suggests it. That these things do occur 
occasionally cannot be denied ; but, is this all simply because they meet in the school- 
room ? No ; the school-room is no such nursery. In two-thirds of the cases, the 
true, the deep thinker can trace the fault back to its home — to the parents — to the 
mother, she whose duty it is to watch over, guard and guide, to lay deep the first 
principles of love, truth and right. 

The teacher labors weeks, months and years to eradicate the effects of false training, 
or of no training at all. Where parents prove an utter failure, and the teacher's 
efforts are not crowned with success in one case out of twenty, must the whole school 
system be condemned? (Granted, there is a system.) Not by reasoning minds. Did 
not the Lord promise to spare the City of Sodom, peradventure there were ten 
righteous to be found ? Cannot we, like Abraham, plead for our Common School 
System, and call upon all to aid us in the cause for the sake of humanity ? I do not 
wonder the tender mother shudders when she thinks what her child must meet at the 
Common School ; that she shuns it ; that she is ever drawing her highly sensitive, 
delicate daughter nearer and yet nearer to herself; that she watches with such zealous 
care, no uncouth sight may pain her eye, no coarse language reach her ear ; that when 
she walks abroad, the same kind hand delights to lead her through the pleasant places 
— the father, receiving chief enjoyment in uniting to keep all harm from thought or 
sight. To her, through their watchful care, each day is sunshine and bliss — and she 
as sweet, as pure as the angels. But death may come and seize the strong form of the 
father in his relentless grasp ; the mother may sink away ; fortune take to itself wings 
and fly ; and where is the child? The world looks coldly upon the pennyless orphan ; 
wherever she turns her delicate nature is shocked ; now she must meet the common 
man and woman ; something unheard of and terrible meets her at every turn. As a 
writer has justly expressed it : " All new, and strange — the universe turned stranger, 
for a child." " Is it so ? she cries ; is the world so bad, while I hear nothing of it 
through the trees ?" Her heart bleeds at every pore, and no one to heal, until at last, 
like the poor hunted fawn, shivering and moaning, she sinks, her last days such deep, 
pitiful misery. 

This is no fancy sketch, such are seen in real life. It might have been spared. 
There is evil in the world ; there is evil in our Common Schools ; but shall we tremble 
and sicken before it ? Rather let every mother lead her child up to it — let each child 
look it calmly, fairly in the face — look it down ; " Get thee behind me Satan." Christ 
was not too good to be spared temptation, neither are we. Christ was made strong by 
resisting it, so shall we be. Are we not taught to overcome evil with good ? 

Those parents, who teach their children well at home, need not fear for them, they 
go forward clothed in an impenetrable armor of firmly fixed principles. Then the 
parent can well say to the teacher, as the merchant to the builder, and as the wants of 
the community are ever saying to both parent and teacher combined — 

" Build me straight, worthy Master ! 
Staunch and strong, a goodly vessel, 
That shall laugh at all disaster, 
And with wave and whirlwind wrestle !" 



TEACHERS' INSTiTtfTE". . 17 



Such persons not only do the cause of common humanity good by throwing m a little 
leaven, but the child, by being brought in contact with the evil in youth, is so steeled 
against it, that in after years fortune may frown or smile, the lightning may flash, the 
tempest howl, he passes on as impervious, as majestic as the iron-clad Monitor. 

I will cite one instance related to me by a teacher of a private school, numbering 
twelve pupils, including boys and girls. A mother came to me with her little girl, 
saying, she had a great abhorrence of having her child attend a school where there 
were boys ; she never had, and she wished she might never be obliged to do so ; " she 
wished her child to be a lady ;■'' but as she placed so much confluence in her as a 
teacher, after long deliberation she had arrived at the conclusion that she would make 
the trial and send the daughter. (It is a wonder to me, if she was so afraid of con- 
tamination, how she could allow the precious one to associate with its own brother.) 
The child came, and as would have been expected, never having been where there 
were boys, did behave in a manner extremely unbecoming ; or was perfectly beside 
herself, and did not know how to behave at all. Before she could be brought to a res- 
pectable deportment, she had caused her teacher more watchfulness, more anxiety than 
all the rest of the school. But, in truth, a great era in her existance was passed, and 
could she realize it, in after life, she would have great reason to be deeply grateful to 
the one who guided her through safely 

That the " union of sexes in school " requires the most judicious management, I 
will not pretend to deny. Their yards, their play grounds, their doors of entrance, 
should be entirely separate ; but during study hours and in their recitations, no one, 
that has watched the progress of such schools, can fail to observe the one is continu- 
ally inciting the other. 

After repeated experiment and changes, such has been proven to be a fact in Gam- 
bridge, the seat of old and time honored Harvard — the schools in which are to be 
found the sons and daughters of Agassis, Pearce, Huntington, Everett, and others of 
the same class too numerous to mention. 

Horace Mann, after having been elected President of Antioch College, said to the 
eagerly listening members of the Cambridge High School, "' It is admitted, New 
England with her Common Schools bears the palm before all other portions of the 
Union. Massachusetts takes the lead in New England, and I here pronounce this 
school as having risen to the highest stage of excellence of any in the State of Mas- 
sachusetts." 

There the sexes are allowed, at proper times, and even encouraged to mingle 
freely with each other. It has been found their intellects are quickened, their respect 
for themselves and each other heightened, their honor, under the circumstances, 
high above all reproach. If there is a master mind among the girls of a class, and 
such is often the case, those boys will study night and day, that they may c,rae off 
victorious. Again, if one of the girls, mounting the hill of science, faints by the 
way, with what pure delight, with what immense advantage both to himself and her, 
comes forward the stronger brain, untangles the intricate, smooths out the problem ! 
He is benefited by having exercised his powers, teaching confidence in his own 
resources, finding a value in knowledge, consequently increased energy for advancing 
— she saved mortification and discouragement. 

In some few instances there is trouble attending this anion-^perbaps one failure 
among a hundred successes— but what delightful results attend those successes ! 
They go forth into the world thoroughly knowing each other, thoroughly respecting 
each other, better qualified to master self and to battle with life. 

I say there is trouble attending the union of the sexes, but is there not great 
trouble and perplexity attending their separation ? They will meet ; if not with the 
sanction and under the guidance of parents and teachers, it will be done clandes- 
tinely. We all know to what injurious results such meetings tend. An enjoyment 
in each other's society being imbedded in their nature, parents may watch, teachers 
may watch, condemn and punish — with what effect any one can testify, who has ever 
been a member of a private boarding school, where the sexes are not allowed to 
communicate. Think of the consequences produced under such a regime, in that 
2 



18 SACRAMENTO COUNTY 



school described in Vilette, presenting one phase of evil ; then the one attended by 
Paul Dombey as another. Perhaps you may say, I quote extreme cases. If they are 
extreme, they are often to be found, and I claim the privilege of bringing them up 
to view at this time. Again, look at the state of morals in France and Italy! In 
no places on the globe are efforts put forth so strenuously to separate the sexes. 
Behold the issue ! Then turn to New England, celebrated for the high morality of 
its people, there the sexes are educated together. 

A school, in which the sexes are united, is certainly much more interesting. It 
has also often been observed, the boy has much more pride in cleanliness, as well as 
the girl ; a greater effort is made towards punctuality and constant attendance ; 
higher powers exerted to reach perfection in classes, it being very perceptible a 
healthful stimulant is urging them on. 

The hasty temper and the surly are often ameliorated to a great degree, the pres- 
ence of the girls producing a restraining influence. Unconsciously to themselves, 
through a natural, innate gallantry, their manners become softened, the rebellious 
self is gradually brought into subjection. Also the affections are enlarged, and a no- 
ble supervision instituted over the weaker ones. With the girls, certain qualities are 
strengthened, dormant faculties roused, a lacking energy infused. 

Singing might be particularized as being one of those exercises which lose vitality 
and zest by a separation of the sexes. Some think singing has nothing to do in the 
education of their children's minds. With such allow me most essentially to differ. 
Had I the power of language I would like to stop and call your attention to the influ- 
ence of that sweet union of voices over those turbulent, wearied, restless spirits. 
Permit me to say, I don't mean screeching and screaming, where the one who opens 
his mouth the widest and makes the most noise is the best fellow, but where there is 
a regular singing hour, and voices are cultivated by a proficient in the art; one who 
has the discretion to introduce the gay music with the grave, and particular ability 
in selecting that which has a softening influence, the words of the poetry, those 
which have refining qualities. 

All branches of study are only parts of the common whole, each being equally 
necessary. Where the sexes are separated a distaste is found for some, an interest 
lacking, and the pupil goes forth into the world who considers his education good, 
when in reality he is totally ignorant upon some vital points. Where the sexes are 
together, a greater uniformity of attention is given to the different studies ; be one 
ever so distasteful, it is brought to his notice, and he catches ideas unconsciously to 
himself. 

Parents may feel their boy becomes too boisterous by mingling with the common 
crowd. Allow him to be boisterous, daring, strong and brave, also teach him to be 
mild and gentle — it takes all qualities to make the perfect man. In this time and 
generation we want none of the milk and water, for we can only rely upon the Brents 
and the Wades, therefore give us the highest and finest of animal spirits. We love 
to see the boy kicking out the exuberance at the toes and the heels, fisting it out as 
a gymnast, racing it out at the game of ball, and all other athletic exercises. We see 
no harm in the girls emulating his example to a certain extent ; indeed, we would 
teach her to do so, that every muscle in her slight form might be fully developed. 
We want them to know how to use freedom and unrestraint properly. When play 
is over, and they enter the school-room or their mother's parlor, the polite, the quiet, 
the attentive gentleman or lady, as much at ease with those of the opposite sex — 
quite as natural to be in their society as those of their own. 

Moral courage is an ingredient most especially in demand — give us the noblest 
quality. This can be called into action only as the boy mixes in his miniature world 
preparatory to the man among those of larger growth. The school of life! Does it 
end with school days ? Alas for the boy or girl who has been shut away from the 
world, it only begins there in pain and sorrow. It is understood in youth we learn 
to live ; we lay up knowledge to call into requisition in time of need during years to 
come. It is not alone book knowledge that can serve us then, but knowledge of meD 
and women with whom we must constantly be thrown in contact ; knowledge of the 



teachers' institute. 19 



world as it is ; the good with the bad ; pleasure with pain ; hope with despair ; and 
the earlier one learns to cull the sweets, the less difficult task will it prove to him, 
the more quiet happiness can he enjoy, and by knowing the world thoroughly the 
more good can he perform. 

An author has truly said, " Men and women make the world, as head and heart 
make human life." The head and heart belong to the boy as well as to the man, and 
it is as equally absurd to attempt to educate the boy away from the girl, the conse- 
quences are just as far from the wants of real life, as to attempt to educate the heart 
away from the head, or the head away from the heart, both of which are sometimes 
done, but all will allow, with results in no one instance approvable. 

I have just stumbled upon a passage which, considering quite apropos, I will in- 
sert. " Place the sexes in right relations of mutual respect, and a severe morality 
gives that essential charm to woman which educates all that is delicate, poetic, and 
self-sacrificing, breeds courtesy and learning, conversation and wit, in her rough 
mate, so that I have thought it a sufficient definition of civilization to say, it is the 
influence of good women." 

That there is much misery caused by misunderstandings, a want of adequate knowl- 
edge of each other, between men and women, is sorrowfully admitted. The women 
are imputed to be fickle and childish (even Shakspeare has called them frailty, and 
Shakspeare was a wise man) ; the men exacting and impatient ; yet these two na- 
tures are doomed to live a wedded life. According to the ideas. of many, they should 
remain as totally ignorant of each other as possible, until this closest of all states or 
conditions is formed. Rather listen to the dictates of reason — let them play together 
in childhood — let them study together in youth, that a knowledge of each other may 
" grow with their growth and strengthen with their strength." Let the latent, lurk- 
ing suspicion be outruled — " Give to the winds thy fears" — cherish the noble frank- 
ness, the honesty written on the boy's face ; the sweet simplicity, the condfiding na- 
ture of the girls ; thrust in no torturous, evil-venomed tongue between them ; let us 
teach each one to walk uprightly, and surely the results ever have and will justify the 
correctness of the system. 

I close with an extract from an author, whose words cannot but have weight in 
your minds. . REBECCA. 

Mrs. Jameson says : " I am convinced from my own recollections, and from all I 
have learned from experienced teachers in large schools, that one of the most fatal 
mistakes in the training of children has been the early separation of the sexes. I 
say has been, because I find that everywhere this most dangerous prejudice has been 
giving way before the light of truth and a more general acquaintance with the pri- 
mal laws of nature, which ought to teach us that the more we can assimilate on a 
large scale the public to the domestic training, the better for all-. 

" Where this association has been begun early enough, that is, before five years 
old, it has uniformly worked well. On this point the evidence is unanimous and de- 
cisive. When I have seen a class of girls standing up together, there has been a 
sort of empty tittering, a vacancy in the faces, aa inertness, which made it, as I 
thought, a very up hill work for the teacher ; so when it was a class of boys, there 
has been often a sluggishness, a tendency to ruffian tricks, requiring perpetual effort 
on the part of the master, In teaching a class of boys that are accustomed to stand 
up together, there is little or nothing of this. 

" A very intelligent schoolmaster assured me that he had no trouble with a class of 
fifty boys and girls together (in the midst of which I found him), and that there were 
no inconveniences resulting, which a wise, careful and efficient superintendence 
could not control. ' There is,' said he, ' not only more emulation, more quickness 
of brain, but altogether a superior healthiness of tone, body and mind, where boys 
and girls are trained together in youth, and it extends in their after life. I should 
say, because it is in accordance with the laws of God in forming us for mutual depen- 
dence for help from the very beginning of life.'' " 



20 SACRAMENTO COUNTY 

Dr. Logan was then introduced to the Institute and delivered 
the following address on the subject of " School-house Architec- 
ture in its Hygienic relations." 

LECTURE BY DR. THOS. M. LOGAN. 

Subject—" SCHOOL-HOUSE ARCHITECTURE IN ITS HYGIENIC RELATIONS." 

Ladies and Gentlemen: In response to the compliment recently extended to 
me, through your worthy presiding officer, to participate in your laudable efforts in the 
cause of Education, I am here to contribute the humble offering of a few desultory 
remarks, like the widows mite, into this common treasury of our country. 

To one deriving the heartfelt pleasure I experience from beholding, in my rounds of 
duty, the well developed infantile forms that meet us at every turn, the subject pos- 
sesses a fascinating interest. Bright, bud-lipt faces— heads of richly colored curling 
hair — complexions warmly blending the glowing hues of a vivifying arterial with a 
correspondingly attempered venous circulation, and both well scumbled down, in pain- 
ter's phrase, into the translucent flesh-tints of ruddy health : — these, living testimonials 
of our prolific clime, poised upon symmetrical rotund limbs, curving with graceful line 
toward the contour of each compact joint — convert the streets of our cities into a 
gorgeous parterre of flowers, such only as California's gardens can produce. 

Who can look upon such budding loveliness of this our favored land, where, barring 
metaphor, it may be truly said that nature laughs in one eternal spring, without a feel- 
ing of delight ? without going back in thought to the sunny days of childhood — 

" When the verdure is fresh upon every tree ; 

Of nature's revival the charm, and a token 

Of love, Oh ! thou Spirit of Beauty, to thee ?" — 

and who, as he gazes with the intelligence of philosophy and the enthusiasm of poetry 
at such effusions of grace and joy, has not felt his soul expand, and rise higher and 
higher in its conceptions of the wisdom and benevolence of God ? As he contemplates 
the livin<* miracles, which teem in rich exuberance around him, his thoughts become 
exalted and purified, and he is filled with emotions of gratitude for the pleasant 
places in which his lot is cast. 

The pious Chateaubriand writes that flowers, as well as all created objects, may be 
considered the imagination of the Deity rendered visible. And Lavater, that keen 
reader of the human face says, — avoid the man who hates flowers and the voice of a 
child. In these terse sentences what a world of wisdom, thought, observation and 
tenderness is discovered ; and so, more or less, all men look upon children — " fresh 
from the hand of God" — before the influences of the world have dulled the pure 
mirror of their minds, as something holier, better, more allied to nature, than the 
common place humanity of a more advanced period. 

Doubtless all of you, my friends, agree with me in the sentiments just expressed, and 
have felt the "joy unspeakable" only those experience, who habituate their minds to 
the perception of God in nature, and delight in thus ascending into a nearer view of 
His character, His claims on us, and our relations to Him. 

Those who pursue together such themes, and are lifted up by such contemplations, 
have sympathies in common — they are co-workers on the same exalted objects— the 
helpers of each other's joy. How specially pleasant are these mutual relations within 
the folds of this your Institute? Secure in "the fellowship of kindred minds," the 
rigid and too often unjust barriers of society are here broken down, its false distinc- 
tions levelled, and as the burden becomes rolled away from every heart, man feds 
himself unreservedly brought near to man, while he unites in the high and holy service 
of education on earth, in view of an immortality on high ! 

In contemplating with me then the thoughts, and, without irreverance be it spoken, 
the imagination of the Eternal mind expressed in the material living forms, whose 
healthful symmetry and beauty afford us so much pleasure, and which are peculiarly 



teachers' institute. 21 



the objects of your unceasing and zealous care, you have perhaps ascended with me to 
the sublimity of the idea conveyed in the latent capacities, powers, and destinies therein 
pent up. You have reflected that in these well poised rotund limbs are concealed 
such energies as can in due time remove mountains — nay, turn the earth inside out to 
bring up its deep Plutonian treasures for human comfort and embellishment. And in 
these rosy cheeks you have beheld the true indices of a climate unparalleled for 
awakening and drawing forth all the living forces wherewith man is endowed, and 
which, by the law of development, is so well adapted to the progress of humanity on 
earth, and to the unfolding of the full, bright exercise of its best powers hereafter, in 
heaven. 

Of course, it will not be supposed that we are speaking of more than a per centage 
of the rising generation ; but the proportion is strikingly large, especially if a com- 
parison be instituted with the same portion of the population in the Eastern States. 

This comparitive superiority of our young has a bearing of incalculable importance 
upon the prosperity of California, and the perpetuity of her position among the 
American States, as foremost in animal energy ; while the amount of individual, 
domestic, social and public interests dependent upon their proper training and educa- 
tion cannot be appreciated by any fiuite mind. 

This point deserves first our special attention inasmuch as it has a leading connection 
with the subject of " School-House Architecture in its Hygienic relations," which has 
been selected, by the Committee on Lectures, for our treatment. 

The physical subsidence, or tendency to degenerate in communities that are subjected 
to highly artificial modes of life is a fact well established. It is a fact that has 
awakened the attention of the most enlightened minds in the world of Science, and we 
presume considerable information is already diffused in regard to it. Whether it be so 
or not, this tendency is worthy of being examined again and again, so long as it is 
found evolving itself within any social system, which, too intent upon intellectual or 
business pursuits, or too much enslaved by what are seductively, but falsely called the 
refined pleasures of society, precludes that corresponding degree of active exercise in 
the open air to counteract Epicurean indigencies, or sufficient ventilation in luxurious 
habitations to invigorate the tone of the system, lowered by habitual bodily indolence, 
as well as by prolonged cerebral excitement. These causes of physical deterioration 
from which the savage, whom we pity, is free, characterize for the most part, as we all 
full well know, the civilization of the present age. In our ancestral England the nobly 
born and the wealthy — noble or not — owing to an experience long since acquired from 
witnessing how the highest grades in society often run out after two or three centuries, 
and the consequent knowledge of the laws of health, thus forced upon them, as it were, 
resort to such sensible domestic habits, as walking, riding, gymnastics, bathing and the 
like, which counterbalance this downward tendency and secure for them, in spite of 
the luxuires and refinements which they are thus enabled to enjoy, a bodily devel- 
opment, a breadth and beauty of form, which has become the usual characteristic of 
the English gentleman and English lady. 

" It is chiefly within and throughout the middle classes," says a writer in the North 
British Review, whose ideas and language we have adapted to our particular view, 
" or to borrow a phrase from geology, the ' Miocene' of the social 'Formations,' that 
this physical gravitation — this animal subsidence displays itself the most distinctly. 
Those who have lived long enough to have watched the course of things in industrial 
families, will often have put to themselves and their compeers this question : ' How is 
it that the young people of this present time — youths and maidens — are so often 
ailing, and are so little able to do and to bear what their parents did ; and are still less 
able to undergo the labors, or to encounter the hardships, which their grandsires 
thought little of?' " ^^ ' 

This middle, or imij^ual class, in England, corresponds with the better class in 
ojir country, as the social svstem is constituted here, and the question is readily 
answered. Our free institutions permit every one to aspire to the highest positions — 
wealth alone being the touchstone of success — and constituting the sine qua non of 
every profession and business. " Will it pay," is the first consideration in every 



22 SACRAMENTO COUNTY 



sphere of life, and whatever does not subserve this money-making monomania is 
frowned down and discouraged as a fruitless waste of energy and time. Under a high 
pressure system of education, our school-houses are constructed in the most par- 
simonious manner, without regard to taste, health, or comfort; and our schoolmasters 
and schoolmistresses are expected to turn out in the shortest possible space of time 
the youth of both sexes, who are growing up under their care, mere intellectual prodi- 
gies without any bodily stamina whatever And, as if to sustain the theory started by 
Buflfon and the naturalists of his time, that since the animals found in the new world 
were of a smaller and weaker type than those of the old, therefore the European race 
of men must necessarily degenerate, and, after a century or two, become inferior to 
Englishmen, Frenchmen and Spaniards — so, by our system of hot-house cultivation, all 
the substance and vigor, which should go to make arms, legs, cheeks, teeth and hair, 
are concentrated in the brain. Accordingly we find cropping up from under the 
" newer Pliocene " of American civilization a stratum of softened cerebral mass, 
tuberculated lungs and hypertrophied livers. Consequently the incipient man is 
generally dyspeptic — though often tall, his limbs are not well developed — the muscles 
of the arm and calf of the leg seem wanting, and instead of taking pleasure in athletic, 
out-of-door sports, he is more willing to sit and smoke a cigar in some tavern, while he 
reads the newspapers, and learns the politics of the day at his fingers ends. The dainty 
girl, "sicklied o'er with the pale cast of thought," shuts out, with curtains closely 
drawn, the health-giving light of day, which would paint the roses on her sallow 
cheeks. Her waist is waspish and ber foot petit, and she too would rather sit in 
rocking chair, with the last novel in her lap, than take a walk of a mile or two, unless 
some other object than rude vu'gar health was to be gained thereby. The hair of both 
turns gray or falls out prematurely, and the early and general decay of the teeth gives 
to American Dentists, from unlimited practice, a proficiency that renders them famous 
even in Europe. 

Allowing, of course, for some exceptions, this picture, it must be confessed, of a cer- 
tain class of the younger inhabitants of our Atlantic cities, has much of truth in it ; 
and there cm be no doubt that these injurious results of overstrained application and 
sedentary habits on bodily vigor are generally to be found in those families where the 
children are surrounded with every luxury and comfort, while at the same time they 
are the o^jejts of constant anxiety respecting their studies, and of incessant goading to 
mental exertion. 

Now the root of all this evil is to be traced in a great measure to school houses and 
the dicipline there exercised. Within these houses are too often planted the seeds of 
disease and death at the very threshhold of life, and we must have a care, lest our 
streets, that we have just seen decorated with the budding loveliness of infantile 
beauty, may become in a few years thronged with the haggard and melancholy victims 
of scrofula and consumption. 

Let us enlarge still farther in our philosophic scope of the subject. At that period of 
life when the bodies of children are growing and expanding — when, alive to the beau- 
ties and sublimities of nature, they crave action, novelty and variety, instead of being 
occasionally led forth into appropriate play grounds — there to quicken the mind with 
life to educate itself, they are confined for three or four hours on a stretch, in repul- 
sive, uncomfortable, and badly ventilated school-rooms, like criminals in a penitentiary, 
to execute their tasks, and to burden, nay, torture their memories with abstract 
grammar rules, lexicons, arithmetic, et id omne genus of dry un vitalizing knowl- 
edge — tending; to depress curiosity rather than excite it. No pleasing objects are 
exibited to inspire the mind through the eye, save the blackboards placed against 
the whitewashed quadrangular walls of these slaughter-houses — no amusiug exercises 
permitted to excite the imagination upon which curiosity itself depends, save the 
automatic recitations, spouted forth with the monotone of water rushing from a 
pipe, and imparting not a single pleasurable idea to set those dormant susceptibilities 
of feeling in motion which are too subtle and refined to be called into being, save by 
the language of poetry and nature, and the creations of genius. Is it then surprising 
that under such training and habits, for " as the twig is bent, the tree's inclined," the 



TEACHERS' INSTITUTE. ' 23 



natural vivacity and tendency towards lightness of heart and buoyancy of mind — that 
instinctive tendency, which the Creator has, for wise purposes, implanted in all his 
animated creatures — as evinced in the skipping of the lamb, the gay prancing of the 
colt, and the dances of the new fledged birds on their fluttering winglets is crushed 
out in the nation ? — and so, our lunatic asylums are filled to repletion. 

The rural sports of the old world — the country festivities — the dances of the 
peasantry in the open air — all those wholesome recreations, relaxing brain and muscle- 
tension, which are springs welling over with healthful joys to young as well as to old, 
and which give to patriotism a character of touching tenderness in its clinging love for 
fatherland, are things unknown and unthought of in over worked, over strained 
America. The fruits of the tree of knowledge, which was nevertheless the tree of the 
knowledge of evil as well as good, seem to have been turned to poison and gall in our 
unhappy land, and engendered such an universal, all pervading appetite for power and 
place, as to leave few spirits humble enough and proud enough to recoil from the 
unholy strife, and to echo the peasant poet's noble words: "I thank Heaven learning 
never elevated my ideas above the peasant's shed, and I have an independent fortune 
at the plough tail." 

" Oh, sons of Earth ! attempt ye still to rise, 
By mountains piled on mountains, to the skies? 
Heaven still with laughter the vain toil surveys, 
And buries madmen in the heaps they raise." 

Though subjecting ourselves to the charge of irrelevancy, which perhaps we have 
already incurred, we nevertheless cannot here refrain from entering our protest against 
that general abandonment among our young men of the invigorating employment of 
agriculture, handicrafts and the various industrial pursuits, and the consequent 
crowding of the professions and the eager competition for inactive and indoor 
occupations. There are always a large proportion of children in our schools, having 
feeble constitutions or a hereditary predisposition to disease, whose thin, blonde skins 
show all the blue capillary veins beneath and whose contracted chests indicate that 
their tenure of life is feeble enough, without robbing them of the life giving air. 
Instead of training and preparing such children for some active employment by which 
they would become invigorated and fortified, they are the very ones who are selected, 
because they are puny and delicate, for a profession, or apprenticed to some indoor 
occupation, and thus subjected to further enervating processes. The tender parent, 
unable himself to work out of doors, brings up his sickly children, from misplaced 
affection, so that they cannot work even in the house. Of course the grand-children 
will be able to work no where ; and thus each generation adds to the lineal stock of 
debility and disease — entailing the whole upon its posterity. 

As before remarked, our allusions apply to the habits and customs that generally 
obtain with a certain class in the Eastern States, not here ; but our forecast and reason, 
which enable us to trace out cause and effect, and to understand the working of the 
degenerating influences we have just been considering, would be worth nothing, if 
knowing and foreseeing them, we did not make some effort to counteract and prevent 
them. It affords us therefore unqualified pleasure to record the fact that our young 
State has already, in recognizing the force of one of the truths we aim to enforce, viz : 
that the great element of health is cheerfulness, taken the initiative in this respect. 
The present month has been a season of general festivity in almost every city and vil- 
lage. No period in the year is better adapted for a children's holiday and general 
merry-making ; and one of the most agreeable features of which we are cognizant, in 
connection with the social institution of the Slate, is the zeal and alacrity with which 
all classes enter upon May-Day celebration. "The San Francisco Times and Mirror" 
thus discourses in this connection : 

" As a day of general festivity and merry-making, the first of May has long held a 
prominent place on the calendar in foreign lands, but in a greater portion of the 
United States it had long been synonymous only with the annual migratory movement 
of restless families from one hearthstone to another — commonly denominated moving 
day — a day of anything but rejoicing to those who celebrate it there — until California 



24- 



SACKAMENTO COUNT Y 



took the lead and singled out the first week in the 'merriest month of all the glad 
new year,' as an occasion for relaxation and mirth. This month is very properly 
initiated by the various public schools, most of them under the careful supervision of 
their teachers, as a May-Day festival, in which thousands of children join. To see the 
spacious public halls of our city crowded, as we have often seen them, with joyous 
and laughing troops of healthy girls and boys, yet to become pillars of the State and 
leading ornaments of that society which is as yet only beginning to take definite shape 
on the Pacific coast, arouses in the breasts of those who have passed the prime, a feel- 
ing of pride at thought of the advance which California has already made in this res- 
pect, and exercises upon the public a refining influence, a desire that in a social point 
of view the State may never prove unworthy of those who are one day to control its 
destinies. The example of youth and innocence cannot long be without its effect even 
upon the most hardened members of society, and indeed is already visible in our 
households, and in every sphere of our daily life." 

This subject of recreation and amusement is one that in no slight degree involves 
the well being of society, and they are the sleepers who, walking in the midst of these 
Hygeiau founts, tase not of their perennial joys. If happiness, here and hereafter, 
is the end and aim of all education, is it not more then than a mere question of mo- 
mentary fun and frolic ? Rising in solemn grandeur before us, on its decision hang 
immense and far reaching consequences. The present healthful and vigorous condition 
of the children of California is the prophecy of its coming fortunes — of its glory and 
renown, or its misery and ignominy. These tender, mobile forms — these vivified 
flesh-clothed souls, with rosy cheeks and rotuud limbs, are the plastic clay of the 
statuary to be moulded and fashioned almost as we will -, in fact, they constitute the 
material of our unwritten history in these Pacific States, not yet enacted, and, in a 
certain sense, to be predestinated according to our will and doings. " But," to follow 
out the idea in the language of Horace Mann, of whose Reports on Education we have 
so freely availed ourselves, " the moment when the future merges in the past, they 
become as adamant, unchangeable forever. Guided only by the light of a heathen 
philosophy, the great epic poet of the Romans conducted his hero into the Elysian 
fields, where an attendant spirit, pointed out to him the shades, and recounted the future 
deeds of the illustrious men— warriors, victors, sages— who afterwards, in the fulness 
of time, were to ascend to the regions of upper day, and, by their prowess and their 
wisdom, to aggrandize and dignify the proud mistress of the world. But the founda- 
tion of that Pagan philosophy was an inexorable fate, to change whose decrees all 
human efforts and entreaties were alike unavailing; and, under the sway of that 
r^lentles-i destiny, the budding hopes of the nation were cut off by a blow, which no 
mortal hand could arrest. But to us are vouchsafed the privileges of a higher dispen- 
sation ; and, as «e stand amid the children of the rising generation, in whom are 
garnered all our hopes, we are cheered by the knowledge and encouraged by the prom- 
ise, that, if we train them up in the way they should go, when they are old they will 
not depart from it," 

Now, when we reflect that the greater portion of the most impressible period of the 
lives of children is spent in school-houses, the general plan and condition of those 
buildings, and their appurtenances, stand forth as prominent subsidiary objects among 
the many means and appliances brought to bear upon a proper system of education. 
We do not propose discussing the subject of School-house Architecture in all its bear- 
ings, nor describing a perfect model, to which conformity should be urged, but we 
simply propose calling attention to some important particulars, by which we think that 
not only the structure of our school-houses might be improved, but also that, in other 
respects, a little additional outlay would be returned a thousand fold in the happiness 
and health of our children, with their symmetry of form, length of life, and habits, 
tastes and sentiments improved. These important particulars and essentials, to be 
presently discussed, being properly understood and provided for, the design of the 
building is a matter that must be regulated according to the amount of money to be 
i nvested therein, and the grade of tuition to which it is to be appropriated. We all 
know by experience the influence of beautiful and pleasing objects to originate those 



teachers' institute. 25 



agreeable feelings and pleasurable emotions, which lead to kindliness, benevolence, 
and the practice of all the virtues. For this reason, if for no other, we believe the 
style of the building to be a very essential consideration, calculated to exercise a pow- 
erful influence on intellectual progress, on manners and temper, and through temper 
on health, conduct and character. Let then the beautiful proportions of the academy 
itself be the first lesson imprinted on the youthful mind — let the different orders of 
architecture, Corinthian, Ionic, Doric, Egyptian, Gothic, etc., all rise up to view on the 
highway of knowledge, drawing forth the admiration of even strangers and travelers, 
and bear evidence in all outward respects, as well as internal arrangements, of adapta- 
tion for fulfilling the high and noble object to which they are appropriated. Then, we 
believe, the feelings of our children towards schools, and through their schools towards 
all other means of elevation and improvement would be very different from what they 
commonly are, and these houses would be to them, as they should be, homes of hap- 
piness and comfort. This is the view of the illustrious Jefferson, who devoted the 
best years of his well spent life to the building and endowing some of the finest models 
of academic architecture, in one of the most picturesque locations in the land, that 
the educational institution should be a place of attraction to the young from their 
earliest association with it, to the day when, weaned from the bosom of their Alma 
Mater, they go forth fully fledged with "knowledge, the wing wherewith we fly to 
Heaven." 

As regards the particular style — this, as well as the size and plan of every school- 
house, must be modified by the various necessities arising from the number of teachers, 
scholars, requisite recitation rooms, laboratories and museums, and cabinets of objects 
of natural history. No general rules can be laid down until all these points, as well 
as the extent of the inclosure for garden, playground, gymnasium and other appurte- 
nances are ascertained, except that harmony and consistency must be preserved 
throughout all the members and details of the work. It is to ignorance and disregard 
of this principle, and the tastelessness of persons, who occasionally compose the build- 
ing committee, that so many egregious blunders have been already committed in most 
of our public, as well as school buildings, Simplicity of style in every description of 
architecture is in itself a beauty. A Doric temple is perfectly simple, yet what object 
of art is more imposing and beautiful ; and how much more appropriate for a school 
or academy would be a portico of this order or the Grecian Ionic, whose characteristic 
is gracefulness, than the ordinary, unmeaning and unsightly piazzas or wooden awn- 
ings attached to most of our school houses. Now I do not mean that Doric columns 
with entablature and appropriate triglyphs and metopes, or an Ionic hexastyle, with 
fluted columns should be stuck against a two-story house with little windows — this 
would be the very " doggeral of architecture" — but what I mean is that it is just as 
easy to build in good taste, after selecting a suitable style, as in bad taste ; and in the 
end it will be found as cheap, which appears to be the all important consideration. 

Let it not be said that we are too poor or too young for such cultivation of this 
department of the Fine Arts. Taste, refinement and elegance may be fostered where 
there is but little wealth, A rustic farm-house may be convenient and picturesque. 
Even a toll-gate, the most repulsive of all structures, may be made ornamental and 
thus pleasing. Would it not be well if our Legislature and Supervisors would con- 
descend to pay a little more attention to this subject. Who can estimate the influence 
a little tasteful benevolence on the part of some of our public spirited citizens, pos- 
sessed of means, could exert upon the community. Lord Kames, in his "Elements 
of Criticism," remarks that " in Scotland, the regularity and polish of a turnpike- 
road has some influence of this kind upon the people in the neighborhood. They 
become fond of regularity and neatness, which is displayed first upon their yards and 
little enclosures, and next within doors. A taste for regularity and neatness, thus 
acquired, is extended by degrees to dress, and even to behavior and manners." 

Mrs. Tuthill, in her " History of Architecture" relates a little anecdote very appo- 
site to the point : " Two little girls from a city had one day taken a long walk upon 
a public road. A sudden shower of rain threatened to drench them to the skin. 
Several houses upon the road offered themselves as places of shelter. The youngest 



26 SACRAMENTO COUNTY 



girl proposed to enter the nearest one. ' No,' said the older, ' we will not go inhere, 
nor into the next, but yonder is a neat, pretty cottage, wirh flowers in the front yard ; 
I know they will be kind there.' ' But this is the biggest house,' urged the younger 
sister. ' Oh ! but I am afraid to go in here, it looks so dirty and careless ; hurry, 
hurry, sister! for I know they will treat us well where they take so much pains with 
their neat house and garden.' And the girl's reasoning was correct. There was gen- 
tleness and kindness within, as well as neatness and taste without." 

Among the most essential appurtenances of the school building, we consider suffi- 
cient space enclosed around it for play-grounds — to let off the redundant activity of 
arms and legs of paramount importance. When circumstances forbid the selection of 
a picturesque or retired location, the enclosure around these grounds should be high 
enough to seclude the girls especially from the public gaze and whatever would vitiate 
purity of mind, or shock innate modesty. The indecorum and forward habits occa- 
sioned by permitting boys as well as girls to play during recess in the streets or in open 
lots, exposed to vulgar remarks, will become physical and moral turpitude in men and 
women. Just as fatal diseases are insensibly engendered by drawing into our mouths 
day after day air loaded with effluvia from the lungs, the skin, and the clothing of per- 
sons crowded into badly ventilated rooms, without sending forth any heralds : so by 
degrees, the habitual exposure to indecency, will insinuate its subtile influence into 
the delicate sensibilities of children, which though not seen in the process, will inevit- 
ably be manifested in the result. 

Everybody recognizes the silent influence of external nature — how imperfectly it 
affects temper and feelings even for a few days ; and it is a most beautiful trait in the 
character of children that they take the keenest delight in the simplest objects of 
nature. The cheerful sunshine, the umbrageous tree, the commonest flowers, the 
twittering of the birds, afford them more real enjoyment than all the luxuries com- 
merce and wealth can supply. And how cheaply can these sources of gratification be 
purchased ? How easy to plant a few ornamental trees and beds of simple flowers, 
which we know children love to cultivate. The exercise of hoe'ing and tending the 
ground around them would not only contribute to health, but by the attention and 
interest awakened thereby, their ideas of property and common rights and obligations 
would become more distinct, and an abiding love for the school kept up. Where such 
cultivation of flowers is impracticable in the open air, we would recommend that it 
should be done in boxes and jars set in the house or piazza. By this means a tendency 
to the knowledge of botany and the natural sciences will be fostered, and the seed thus 
sown by the way-side will in time expand into a more intimate communion with nature, 
whose healing ministrations, from flower and sod, will put aside all the mean lures of 
vice, avarice and ambition. This would be object-teaching indeed ! 

Let it not be thought Utopian, if, in this connection, we advocate the embellish- 
ment of the walls of the school-house with paintings, or engravings and illustrations, 
at, least, of some of the sublime phenomena and scenes of the natural world, which 
are seldom seen, but only read of in books of geography, physics and history. Casts, 
too, whose cost would be but slight, of a few of the great classic statues that repre- 
sent " the human form divine," may be interspersed on appropriate brackets, to 
relieve the varied gaze of the sleepless intellect, and to lead the soaring mind to its 
noble destination. This silent eloquence of that complete Ideal, which, by entire 
obedience to the laws of " the only Perfect Poet, who, in his own person acts his own 
creations," all of us would realize, will teach our children to perceive wherein they 
are physically deficient, and thus almost unconsciously persuade them to correct some 
of their bad habits of posture — often inherited— but not unfrequently acquired by the 
contagion of bad examples. Should it be objected that the pupil's attention would in 
this way be distracted from their studies, we would reply, in the language of the 
reports so freely used, by asking " whether the feelings, the taste, and the understand- 
ing would not be most essentially improved by attention to the works of nature, and 
efforts to bring to the highest perfection those things which a wise Providence, who 
knows by what means the character of man is to be formed, has made beautiful to the 
eye." 



teachers' 1 institute. 27 



Mary Howitt has versified our idea better than we can express it in prose, and in 
her words, we conclude all we have to say on this point : 

'• Make beauty a familiar guest, 
So shall thou elevate the mind — 
And let their glorious name be blest, 
Who leave one thought of grace behind — 
Be it in thought or word express'd — 
For such are benefactors of mankind !" 

It may not be out of place, here, to add a few general remarks respecting the Gym- 
nasium, which, in our temperate climate, had better be constructed of a large open 
shed in the play-ground, so as to secure all the air and space possible. As the gym- 
nastic practice may be regarded the concentration of means for the development of 
every portion of the body, on which depend strength, grace and agility, adaptable to 
either sex, so no school-house should be without those necessary appurtenances. Care 
should be taken, however, that, none of the children take to any one particular exer- 
cise in preference to another, lest, by so doing, a mishappen development is produced. 
" A lack of symmetry, besides being unpleasing in appearance, invariably lessens the 
efficiency of the body at large, favors disease, and shortens life. From symmetry 
results a balance of power, and the nearer we are to possessing it, the less are we 
liable to err in our conduct of life. There are few gymnasts," says Dr. Windship, 
whom we here quote as good authority, " who do not approach symmetry rather than 
recede fro. a it ; and this rule probably accounts for that improvement in character and 
disposition which gymnasts have been often said to exhibit." As to the objections 
that are urged against gymnastics on account of the accidents that sometimes occur, 
we have only to say that the same opposition was made, but made in vain, in olden 
times, which shows that in this instance as well as in everything else the moral, like 
the physical world, keeps on repeating itself through infinite changes — thus linking 
the hoary past with the ever-budding present, the chain of human events is still the 
same wherever it can be traced. In his discourse on Thrasibulus, Galen inveighs 
against gymnasia; while the wise Seneca, admitting the benefits, condemns the more 
violent exercises of the gymnast. But the same practical common sense of the people, 
which made the gymnasium one of the most flourishing institutions of antiquity, will 
here also, as in that classic land, where the blood circulated so freely through the 
manly breasts of the Greeks, be the cause of our youth becoming by means of like 
appliances, not only distinguished in the athletic, but also illustrious in the intellectual 
arena. It would be well, however, to use all proper precautions, by interdicting every 
exercise that is at all hazardous in itself ; as, for instance, that of tossing, and catch- 
ing of cannon balls, or the whirling about the head of clubs, or moving on ladders at 
such an elevation that a fall from them could only happen at, the jeopardy of life. 

The next consideration worthy of attention in regard to the school-house is its 
dimensions. If there be no special provision made for ventilation, the importance of 
liberal dimensions cannot be exaggerated. Planned by speculating and mercenary 
contractors, for the most part, they are as a general rule in California too small for the 
number of pupils to be accommodated, and this parsimony of space, as we shall 
presently show, is an insiduous cause of disease in children. 

Now we would protest against this niggardliness in regard to the size of school- 
rooms, were it only for the effect which their prison like appearance and resulting 
constraint has upon cheerfulness, and consequently upon general health. The well 
developed children of California were made for freedom — high, joyous freedom, like 
the sportive lamb, and the air-soaring bird — and not to be victimized by the cupidity 
of those, who would thus war against this natural tendency, if they could make money 
by it. But we protest still more strongly against school-rooms of narrow dimensions 
on account of the impurity and rapid deterioration of the air within when occupied 
by a number of persons. As it is a characteristic of our people that, regardless of 
authority, they heed nothing they do not understand, and cannot be roused to active 
reform unless they see some convincing reason for it, no more than they can be res- 
trained from action when they do, permit me here, in pursuance of the course already 
adopted, to collate a few more facts from science and experience, which bear upon this 
important topic. 



-8 SACRAMENTO COUNTY 



Plunged at the bottom of the great atmospheric ocean in which we live, move, and 
have our being, and which is as essential to the life of man as water is to fishes, we 
are sensitively alive to all the changes incessantly going on in it. Although invisible 
to the eye, it is as you all perhaps already know, composed of several ingredients. 
Only one-fifth part by volume is fitted to sus'ain life — that portion is oxygen gas ; the 
remaining four-fifths being chiefly azote, or nitrogen gas, which, when breathed alone, 
kills by suffocation. Now animal chemistry teaches us that the whole mass of blood 
in the human body, amounting to about 225 ounces, Troy*, (Draper) ought to pass 
through the lungs, or air-ventilators, in a minute ; and that if the air is not pure, the 
blood does not undergo those changes of depuration, without which, if life even could 
be prolonged, health could not be maintained. As the air meets the blood in the 
lungs, not only is a pirt of its vital property destroyed, but a poisonous ingredient is 
generated, and expired, which is called carbonic acid gas. This phenomenon will be 
examined again, being now merely referred to in order to make it intelligible, how, 
if this process was to go on uninterruptedly, the vital principle of the lower serial 
envelope of the globe would be wholly exhausted, and all the valleys and plains of the 
earth at least, become filled with the fatal one. 

Here then science steps in and demonstrates that the air is not only poured out by 
sky-fulls, between fifty and sixty miles deep, all round the globe, to meet the exigen- 
cies of the case, but also that the vegetable world requires for its growth the very 
substance which the animal world rejects as its death ; and, in its turn, all vegetable 
growth yields a portion of oxygen for the support of animal life. One flourishes upon 
that which is fatal to the other. And, as if to provide lavishly against every contin- 
gency, meteorology shows that the deadly poison, thrown from the lungs of the inhabi- 
tants of our latitudes, in winter, is borne in the great circuit of the atmosphere to the 
tropical regions, and is there converted into vegetable growth ; while the oxygen, 
exhaled in the processes of tropical vegetation, mounts the same car of the winds, 
and, in its appointed time, revisits the higher latitudes. Thus the ordinary play of 
the winds, fanning in gentle zephyrs, the fair cheek of lovely woman, as well as rush- 
ing in the destructive hurricane, upon the tempest-tossed mariner, has been ordained, 
by Him, who " holds them in the hollow of His hand," to disperse and separate the 
poisonous ingredients, render them innocuous by bringing them into new combinations, 
and keep up that due proportion between the component parts of the serial envelope, 
upon which its life preserving property hinges, yet which the functions of life are per- 
petually destroying. The baneful effects of a stagnant condition of the atmosphere 
are exemplified on a large scale in the cretinism, or idiocy, with goitres, prevalent in 
valleys, which have low marshy spots at the bottom, surrounded by high mountains, 
where the fresh air cannot circulate. And although such instances of physical defor- 
mity and intellectual incapacity may be the combined effects of various causes, Saussure 
thinks it is in harmony with the known effect of the one referred to, to suppose it 
materially to contribute to the results The cagots of the deep Pyrenean valleys 
answer tn the cretins of the Alps. 

There is another fact worthy of attention in this connection. Being more liquid than 
water, air rushes into every nook and crevice, and fills every unoccupied atom of space 
on the earth's surface. Nothing but what is called an air-pump can expel it from an 
impervious vessel, or the filling of a glass tube with quicksilver, and then inserting it 
in a vessel of the same fluid, when a void will be found in the upper end of the tube 
called the Torricellian vacuum ; and by which means we arrive at the knowledge that 

* We here quote an American author, because his work is a common text-book. We would state 
that great discrepancy is found among all the authorities on the blood and circulation. Hales, as 
quoted by Matteuchi, in the translation by Pareira, gives the following numbers for the completion 
of the circulation. " Assuming 75 pulsations per minute, from 24 to 30 pounds for the weight of 
the blood, and 2 ounces to be about the quantity thrown out at each contraction of the left ven- 
tricle of the heart, 192 pulsations would be necessary to make the entire mass circulate; that is 
about 1)4 minutes." While Carpenter, Dunglison and others incline to the belief that the average 
quantity of the blood is from 16 to 18 pounds. It must be borne in mind by the reader that the 
number of respirations, as well as of pulsations, varies according to the age, sex, temperament, 
pressure of atmosphere, etc. In children all the circulatory movements are more rapid and active. 



TEACHEKS' INSTITUTE. 29 



the pressure of the atmosphere at the level of the sea, which is the result of its whole 
weight, is capable of sustaining a column of mercury 32 inches, as in the common 
barometer. This pressure is equal to about 15 pounds avoirdupois on every square 
inch of surface ; so that the body of a man of ordinary stature, the surface of which 
Haller estimates to be 15 square feet, sustains a pressure of 32,400 pounds. Yet as 
the elasticity of the air within the body exactly balances, or counteracts the pressure 
from without, he is not sensible of it. Owing to this its continuous pressure and 
permeability, we cannot go into any place where air will not reach our organs of 
breathing. We can, however, vitiate and corrupt it much more effectually than is done 
in the Lower Valais, and the Val d' Aosta in Switzerland, just alluded to, and to such a 
degree that scarcely any but noxious or fatal air shall reach them. This we do oftener 
than we imagine— converting our crowded school-rooms, as far as the laws of nature 
will suffer us, into so many " Grottos del (Jane." 

A simple arithmetical computation based upon the facts already adduced, and the 
relation which the human frame bears to the atmosphere, will sustain all that we have 
advanced, and abundantly satisfy any person that school-rooms of the ordinary 
dimensions contain quite to little air to sustain health for any length of time — the more 
so, when the plain, but fundamental truth is known, that more oxygen is necessary for 
the brain in action than in repose. 

We have already spoken briefly of the composition of the air. Now in passing into 
the lungs, oxygen, forming the lesser ingredient of its mechanical admixture, enters 
into combination with the carbon of the venous blood, and in its place there is expired 
an equal volume of carbonic acid gas, which is highly noxious. It may be estimated 
that an averaged size pupil draws into his chest at every inspiration about 20 cubic 
inches of air. Only one-fifth or this is oxygen, and nearly halt of this oxygen is con- 
verted into carbonic acid gas. If we allow 20 inspirations per minute for each pupil, 
he will thus exhaust the whole life-s-ustaining properties of about 400 cubic inches, or 
nearly one-fourth of a cubic toot of atmospheric air in one minute ; and this vitiated 
quantity expelled in respiration, and mingliDg as it escapes with several times its bulk, 
renders nearly three cubic feet of air unfit for inspiration. Fifty scholars will therefore 
require nearly 150 cubic <eet of fresh air every minute. Now suppose these 50 
scholars confined in a room 30 feet square by 10 feet high — a fair average size — 
containing 9000 cubic feet of atmospheric air (without accounting for the cubic 
contents of their bodies or the school furniture, which for 50 scholars would be no 
inconsiderable item), the whole room full of air would become utterly poisonous in 
about one hour unless fresh supplies were furnished by ventilation. When the 
celebrated Joseph Lancaster commenced his grand re'ormation of school-house 
architecture in England, the physiological laws relating to the air were far less 
perfectly understood than at the present day ; but with thoroughly efficient means of 
ventilation, the capacity he gave to school-rooms might suffice, where the most rigid 
economy is demanded. His rooms were ordinarily from 15 to 20 feet high, and he 
allowed nine feet area on the floor to each pupil. These latter figures multiplied 
together for 50 pupils give exactly the same capacity as a room 30 by 30 by 10 which 
we just now spoke of; while undoubtedly, in this climate especially, where the 
temperature is never very low, the ceiling should be at least 14 feet from the floor. 
Mr. Woodbride, the American Pioneer of the Public School System, suggests that 
with prober ventilation 7-J- feet hight might be made to answer— but in this we cannot 
at all concur. 

We should fail altogether, however, in the object to be attained if, even allowing 
as we ought to do at least five cubic feet of pure air per minute to each occupant ef 
the room, no provision be made for keeping up a steady supply of life's limpid suste- 
nance, just as fast as it should be wanted for breathing ; and, when breathed, should 
be carried off, so as not to be breathed again, until it should be renovated and purified 
in the great laboratory of nature. Before considering this question, we will just 
briefly advert to the unmistakable symptoms of mephitic air. The first effects are 
manifested in dullness, languor, headache and incapacity for all mental efforts and 
phyeical activity, which are soon followed, unless the vital element is now supplied 



30 SACRAMENTO COUNTY 



to its lost vitalizing qualities, with stupor, syncope and other deadly effects upon 
the brain and nervous system. The drowsiness and dullness of a school, after hav- 
ing been long in session in a school room, and of a congregation during a protracted 
religious service are attributable to this cause. Both teacher and scholar, preacher 
and hearer, are often greatly affected in this manner, without having the remotest 
idea of how near they were approximating to the condition of those 123 persons who 
died, in the course of 10 hours, out of the 146 crowded into the Black Hole of Cal- 
cutta. Observe, instead of each breath being wafted, by the law of specific gravity, 
beyond the power to be re-inhaled, a portion of it is breathed again and again. It 
is not suddenly changed from purity to impurity — from an healthful to an infectious 
state ; but because the change is gradual, it is not less fearful in its consequences ; 
and day by day the fruitful seeds of disease and premature decay are thus sown at 
school. Seeing therefore the absolute necessity of a proper supply of pure air, the 
practical question is how shall we render our school rooms healthy — how shall the 
process of renovation and purification of the vitiated air emitted by the breath of 
these 50 scholars be effected? 

The misunderstanding which prevails on these points requires that we should 
again refer to some of the scientific facts already stated. We have seen that as the 
air meets the blood in the lungs a poisonous property is generated called carbonic 
acid, which is borne in the great circuit of the atmosphere to tropical regions, whence 
oxygen is returned to supply the place. This is effected by the upper surface of the 
green leaves of trees and plants, when acted upon by the direct solar rays. The car- 
bonic acid is then decomposed, the carbon is absorbed to sustain, in part, the life of 
the plant, by affording it one element of its food, while the oxygen gas is liberated 
and restored to the atmosphere. Thus is the equilibrium maintained and a constant 
circulation kept up in the world. 

Now the school-house is nothing more than a little world within itself — a micro- 
cosm — and the same laws of nature will operate therein, if we will not interfere. 
Owing to the immense pressure of the air, which we have seen is constantly kept up 
in all directions, all we have to do is to leave an aperture in the upper part or ceiliDg 
of the room, or chimney, for the escape of the bad air and the pure air will instan- 
taneonsly find the way in to supply its place under the minutest crevices of the 
doors and windows — which can be enlarged at pleasure by opening them. Neither 
one of these operations, however, will be effected without the other. Air will not 
crowd itself into a room which has no provision for the escape of that which already 
occupies it, nor will the atmosphere of a room leave it unless some other air be ad- 
mitted to supply its place. With certain modifications to prevent draughts, the ad- 
mittance of dust and too much light directly on the eyes of the scholars, we think 
windows may be made to suffice for the purposes of ventilation, at all events, in our 
climate, during the dry season. The ordinary so-called French windows, which are 
abortive attempts, as made here, at the well adjusted French casements, or Chassis 
afiches, are totally unsuited to this end. To secure the requisite light, the windows 
should be of sufficient size and number on the South, East and West sides of the 
room, which should be in the form of a parallelogram. There should be none on 
the North side, where the Preceptor's elevated desk should be placed, and which the 
pupils should face. By this arrangement their eyes are relieved from the glare, and 
the light falls comfortably from behind and from either side upon their books, while 
the Preceptor commands at a glance the countenance of every pupil in the school. 
A scholar reading or writing with the sun shining on his book, or with his back to 
the window obstructing the little light which enters during a cloudy day, will tell you 
it does not affect him ; but, if persisted in, injury to the eye will as certainly follow, 
as the shadow upon the substance; — and thus the eye, the noblest organ of the 
senses, fitted to reach the utmost telescopic star, and to revel amid the wonders of 
the microscopic world, becomes in time a source of unhappiness and pain. The 
light too should fall from above, and not enter horizontally as is generally the case. 
For this reason the windows should reach to within one foot of the ceiling and not 
descend lower than four feet from the floor — allowing a height of nine feet to each. 



TEACHEKS INSTITUTE. 



31 



Currents of air across the persons of the pupils will thus be avoided. The windows 
should always be so constructed, with pulleys, as to allow the top sash to be lowered, 
as well as the under one to be raised. By this means the heated air, which is lighter, 
and therefore rises, escapes from the higher opening, while the cool air from without, 
being heavier, enters to take its place, through the lower aperture. A constant cir- 
culation is thus produced, which must greatly contribute to the comfort of the scholars 
in hot weather. 

SELF-ACTING GAUZE-YENTILATOK. 




INTERIOR ELEVATION OF WINDOW, SHOWINGS THE VENTILATOR B IN ACTION. 

The dotted lines denote the Cylinder A with the spiral springs at each end, which are to be sunk 
in a recess within the frame of the sash, and of course are to be out of sight. 

C is the upper sash partly lowered. D the lower sash in place. 

A narrow groove about a quarter of an inch deep on each side of the window frame, parallel 
with the sash-pully cord, for the running of the gauze, makes the adjustment complete. 

N. B. — The preliminary steps have been taken to secure a patent for this invention. 

Permit me to call your attention to an explanatory drawing of an invention which 
affords the most simple means of obtaining ventilation without admitting dust or 
draught — two very important considerations in our State, where, during the dry sea- 
son, the former is intolerable, and the latter becomes the prolific source of neuralgia, 
paralysis, and the cause excitant of most of our diseases. The invention is an 
improvement on one of a somewhat similar construction, which has been patented 
recently in England and is now much in vogue there. Our ventilator consists of an 
open canvass-fabric, such as is used for embroidery, which may be coated over with 
a solution of gum elastic, in order to make it withstand the better atmospheric act ; on, 
attached to a roller, sunk in the adjacent frame-work above the sash, to which latter 
it is also attached, and which coils and uncoils as the sash is raised or lowered, on 



SACKAMENTO COUNTY 



the principle of the ordinary carriage curtain, by means of a spiral spring. This 
ventilator is self-acting, capable of readily regulating the quantity of air to be intro- 
duced, can be easily attached or detached, and when not in use is out of sight. A 
narrow groove about the fourth of* an inch deep on each side of the window frame, 
parallel with the sash-pulleycord, for the running of the gauze, will make a complete 
adjustment. The ventilator can also be fitted to the outside or inside of any ordinary 
sash, but this will not make so neat a finish or so fully answer all the purposes for 
which it is intended. Although simple and Inexpensive it is nevertheless constructed 
on strictly scientific principles. To illustrate : hold the open palm of the hand at 
the back of an ordinary gauze screen or wire seive, and blow sharply through the 
same from the mouth — when no draught will be felt. For this reason it may be kept 
in use with safety in sick rooms and sleeping apartments, where a constant supply of 
fresh air is most required. It acts like the watering pot on the rose. If water be 
poured on a tender plant through a spout, the current by its force beats down and 
destroys it, but it is rendered harmless by being broken into a number of minute 
streams and imperceptibly diffused. The Davy-Lamp, the Shower-Bath and the Res- 
pirator — in fact the hair in the human nostril are all further illustrations of the same 
principle. The gauze also deprives humid air, especially at night, which transports 
malaria, of its noxious material in a great measure, while passing through it. 

Windows are made to open but are generally kept shut. Why ? bimply because 
the inmates are afraid to open them on account of dust, flies, and currents of air. 
There is no reason why every window should not be made a natural ventilator, and 
by this means they readily become so. Reverse the drawing and it will be seen that 
the same invention can be adapted to the lower sash. There being no danger from 
draught both sashes may then be always kept open, much or little, according to the 
state of the temperature of the room — which should be kept as near as possible to a 
uniform degree ; and for this reason no school-room should be without a thermom- 
eter, which should be hung on the coolest side. It must be borne in mind, and 
cannot be too well remembered that as the ventilation is by this method continuous, 
two inches at the top of one of the upper and two inches at the bottom of another 
of the lower sashes, will be sufficient to well ventilate ordinary rooms when the tern, 
perature of the air is in the neighborhood of 60° — our mean annual temperature. 

Every keeper of a green house regulates its heat by a thermometer. Why should 
we not apply the same measure of wisdom to the human plant as to that of the 
vegetable? A temperature as near to from 60° to 65° as possible is about the proper 
one for an average number of healthy children in a school-room, where it is supposed 
they are kept quietly seated. When exercising in the open air we can undergo a 
fall in the mercury of twenty or thirty degrees without danger ; but, such a transition 
to one engaged in sedentary occupations becomes painful if not perilous. The ther- 
mometer, however, ceases to be a guide, except in pure air. When the air enters 
the lungs, its oxygen envolves heat by a process similar to combustion. This is the 
reason why our bodies are always warm and the blood remains steadily at a temperature 
of about 98° in the healthy adult— irrespective of the high or low range of the ex- 
ternal atmosphere ; and it is only through the agency of its oxygen in the purification 
of the blood that this heat is supplied. Now a thermometer indicates the same degree 
of heat in that portion of air (azote) which is deprived of its oxygen, as in ordinary 
air, and therefore is only to be relied on as a measure of the temperature not the 
purity of the air. The impure air expelled from the lungs, being heated to very 
nearly the temperature of the body, which is 98°, and being warmer than the surround- 
ing atmosphere, at once rises towards the ceiling ; in its ascent it becomes cooler, 
and by the constant upward current it is driven along the ceiling, whence, if not 
allowed to escape, it descends again to the floor to restore the equilibrium. Thus a 
room may be kept warm, at the expense of the purity of the air within. This move- 
ment of the atmosphere of a room is shown by the disturbance noticeable in the flame 
of a candle held near the wall, and, in the winter time, by that coldness of feet which 
is experienced in unventilated churches, lecture rooms, etc., while the body is com- 
fortable. The necessity, therefore, for always leaving an opening in the upper part 



TEACHERS INSTITUTE. 



of the sash is obvious. In Winter, however, some other means must be' adopted for 
the ingress" of fresh air than by opening the lower sash. We then.' want pure wand 
air admitted to expel the impure. This may be done by means Of stoves or furnaces. 
The ventilating stove has, in some form or other (there are a great many different patr 
terns of this kind of stove) an air chamber communicating with the outer atmosphere,' 
through which air passes, and is thus warmed as it is introduced into the room. Wi'tn 
little expense such stoves can be supplied, or those already in use might possibly be 
made to answer the purpose. With the action of furnaces already in use in som6 of 
our churches and public buildings you are all well acquainted. The plan recently in- 
troduced of warming the air in the air chambers of furnaces by means of coils of pipe 
heated either by steam or boiling water would render them all that we can desire. 
The advantage would be that the air would then never become over heated and would 
not lose any of its vital properties. Of course, these latter means of ventilation ne- 
cessitate cellars, or what would be better, basements', 1 without which ho scn'b'ol house 
can be considered healthy. They riot only render the floor drier arid the' hbuse^ more 
comfortable, but save the cost of wood, coal and store houses; 

The floor of the school-room' should never be made sloping or on an inclined plane, 
like that of some lecture rooms,' but always level, because the space for airis increased 
thereby, and as the room is warrned downward, it makes the temperature more agree- 
able. The scholars, too, will sit more easily and more uprightly,especially if the backs 
of their seats are made to slope a little from them at the shoulder blades. The seats 
themselves should incline a little, the front part being rather the highest. The height 
of these seats, as' well as of the desks, must be graduated to suit the different sizes of 
the pupils — the smallest, sitting nearest the teacher's desk. The desk must be Of such 
a hight as to allow the arms to rest comfortably upon it, so that the pupil rnay face it 
squarely when writing. This position avoids all unequal lateral pressure upon the 
spinal column, and of course all unequal tension of the muscles ori either side of it. 
It also interferes' least with the free play of the chest, which is of great importance. 
It has been found that the immediate cause of the lateral curvature of the spine to the 
right, almost wholly confined to females, is the elevation and action of the right arm 
in writing and drawing. 

In the wide range afforded by the enlarged view we have taken of the subject com- 
mitted to our hands, we find that there are many other topics pressing upon our at- 
tention, which the limits of a single lecture preclude from discussion. We allude 
here more especially to the ground and internal plans of the school house to suit the 
different grades of tuition — the proper provision of stairway's, two at least to each floor, 
affording ample means' for egress in case of fire, and the proper construction of the 
school furniture, etc./ all of which; although apparently of secondary consideration, 
are far from being unimportant in" their correlative relations. The carrying out of 
these, as well as of other details, we must leave to the intelligent and philanthropic 
friends of education, whose minds we have endeavored to turn in the right direction. 

This is all we can flatter ourselves to have accomplished — to have pointed our cer- 
tain fundamental truths and rules for the guidance of superintendents,' preceptors and 
building committees — things that science, reason and experience teach as' necessary to 
render our school houses attractive resorts to the young, and conducive to the health, 
happiness and welfare of the rising generation. These are the principles which under- 
lie all that we have advanced, and to enforce them we have entered into digressions, 
which, although they may have appeared at first glance irrelevarit, will, we trust, 
strike you, when Isoinetrically reviewed, as affording a philosophic and more compre- 
hensive grasp of the whole subject — at each turn opening tip a wider horizon, and 
expanding the mind : to conceive in all its harmonious proportions the ideal perspective 
of a complete academic structure, worthy at once of the great State of our adoption 
and of being consecrated and deeded to the health-giving daughter of iEsculapius in 
trust for the children of California. 

Upon the conclusion of Dr. Logan's lecture, the' Secretary re- 
newed his suggestions relative to a course of disciplinary study 



34 SACRAMENTO COUNTY 

for teachers, and after the announcement of the order of busi- 
ness for the next meeting by the President, the Institute ad- 
journed to 10 o'clock, a. m., Thursday, 15th instant. 

F. W. HATCH, President. 
J. W. Anderson, Secretary. 



THIRD DAY. 

Thursday, May 15, 1862. 

The Institute met pursuant to adjournment ; the President in 
the chair. 

The roll was called and one additional member answered to 
his name from Granite District. 

Minutes of the last meeting were read and approved. 

The special order of the morning being a lecture by the Sec- 
retary on Object Teaching with practical illustrations, at his re- 
quest the reading of the same was deferred temporarily, in 
order to enable him to form a class of pupils from members of 
the High School. 

During the interim Mr. Lawlor, upon the suggestion of Mr. 
Dubois, exemplified some of his views upon the subject of 
Arithmetic. He dwelt upon the necessity of acquiring facility 
and rapidity in adding numbers. It was as easy in his opinion 
to add two or three columns of figures as a single one, if a 
proper understanding of numbers was taught and enforced. It 
required, to be sure, a close application, and was a fine exercise 
for the pupil. His principal object in occupying the floor, was 
to ask teachers to compel their pupils to think hard. Mr. Law- 
lor went through with the different fundamental rules, exibiting 
his method of teaching them. 

Mr. Anderson then proceeded to give his views on Object 
Teaching, and after some forcible remarks upon the importance 
of this method of teaching, and the mental philosophy upon 
which its utility depends, illustrated its practice with a class of 
his own, consisting of young ladies and gentlemen from the 
High School. 



TEACHERS' INSTITUTE. 35 

After some suggestions by the President, the Institute ad- 
journed until 2 o'clock, p. m. 

Receipts of the Meeting for dues of the Term. — From W. B. 
Lawlor, J. M. Sibley, Mrs. J. S. Bates, L. M. Boothby, and Misses 
E. F. Spalding, Florence Chamberlain and Virginia Mills, each, 
50 cents. Total $3 50. Total receipts to date, $22 00. 

F. W. HATCH, President. 

J. W. Anderson, Secretary. 



AFTERNOON SESSION. 

Thursday, May 15, 1862. 

The Institute met pursuant to adjournment, at the hour of 2 
o'clock, p. m; the President in the chair. 

On motion, the calling of the roll was dispensed with. 

The Minutes of the morning session were read and approved. 

Mr. Shellhouse, of Laguna District, paid the constitutional en- 
trance fee, and was enrolled as a member of the Institute. 

The regular order of business being the "Instructions in 
Grammar," by Mr. Templeton, that gentleman introduced a 
class therein from his own school, and proceeded in a practical 
manner to illustrate his method of teaching that branch of 
study. 

Mr. Templeton having concluded, Mr. Lawlor stated that he 
felt it incumbent upon him, inasmuch as he had been referred to 
by Mr. Templeton, to make a few remarks upon the subject of the 
afternoon's instructions. He had no objections to offer to the 
method pursued so far as it followed the books. The instruc- 
tion required no criticism — the books did. He differed in many 
particulars from the method of the books, and cited some of the 
points of difference, explaining his own views thereon. 

Mr. Anderson suggested that Mr. Lawlor write out a synopsis 
of his grammar and present it at the next session of the Institute. 
He thought that if he had any new views they should be gen- 
erally known. While it was well for teachers sometimes to 
jump over the limitations of the books, it might be carried too 
far. Innovations tended to confuse. 



36 SACRAMENTO COUNTY 

Mr. Lawlor in the chair. Dr. Hatch presented the following 
resolution, which was unanimously adopted, viz : 

Resolved, That a committee of three be appointed to select subjects for practical 
instruction by teachers, during the next session of the Institute, and that Teachers 
be appointed at the present session to conduct them. 

Dr. Hatch remarked that his object was to get the sense of the 
Institute as to the proper course of procedure for their sessions, 
in order that they might be made practically useful. He pre- 
ferred to be guided by the Institute, and would endeavor to co- 
operate with it. 

The President on resuming the chair, appointed on said com- 
mittee, Messrs. Simons, Sibley, and Mrs. Mills. 

Mr. Shellhouse offered the following: 

Resolved, That in the opinion of the members of this Institute, it is as incumbent 
on the teachers to instruct their pupils in the principles of religion and morality, as in 
that which pertains to the intellect. 

He supported the resolution in some remarks on the necessity 
of moral instruction in the schools. 

Mr. Anderson desired Mr. Shellhouse to amend the resolution 
so as to include something in regard to moral instruction. A 
great deal had been said by the speaker about the want of this, 
whereas there was nothing in the resolution that referred to that 
subject, or if there was,, no person but himself could discover it. 

Mr. Sibley agreed with the spirit of the resolution, as explained 
by the author, but preferred the amendment suggested by Mr. 
Anderson. He thought there was too much disposition to de- 
part from the old methods. Don't tear down the old, said he, un- 
til you have something better to put in its place. He especially 
opposed the idea that seemed to be- conveyed, that crime went 
hand in hand with education, and that in proportion as the latter 
was advanced the former was increased. He should be very un- 
willing to believe anything of the kind,- If true, we ought all to 
stop at once and close our schools. 

Mr. Shellhouse rose and defended his views at some length, 
quoting from Barnard, Prof. Draper and others. He thought 
that moral and religious instruction should be introduced into 
every school. 

Mr. Geo. Smith was surprised that Mr. Shellhouse should ad- 
vocate the introduction of religious instruction into the school- 



teachers' institute. 37 

room. He did not believe there was a teacher in the county, 
who did not combine some moral instruction with his other 
teachings. He repelled the idea that the schools were as defec- 
tive as many seemed to contend. It was discouraging to hear 
so much said about defective education. What kind of moral 
instruction would the gentleman introduce ? Would it be the 
Bible, or the Koran, or Andrew Jackson Davis' vagaries. 

Mr. Shellhouse replied explaining his views. 

Mr. Eaker opposed the idea that any teacher would enter the 
school room without the intention of imparting some moral and 
religious instruction, but it should be that of the Bible, none 
other. These he considered the embodiment of all religion. 

On motion of Mr. S. A. Smith, the resolution was laid on the 
table. 

On motion of Mr. Anderson, Drs. J. F. Morse and T. M. Lo- 
gan were unanimously elected as Honorary members of the In- 
stitute. 

Dr. Morse being present, eloquently responded to the com- 
pliment which, he said, had been paid him. He had been an 
attentive listener to the proceedings of the Institute. The sub- 
ject of Education was one in which he took a deep interest. He 
was especially pleased with some of the suggestions which had 
been made by those who had attempted to instruct the members, 
particularly in some of the improvements which had been in- 
troduced. Thirty years ago he had never seen a blackboard, 
yet to-day he had been delighted with the beautiful demonstra- 
tions which it had been made to reveal. He repelled with in- 
dignation the idea advanced by some, that there had been no 
improvements made upon the old methods of teaching; and 
had been tempted on several occasions to rise unbidden, and re- 
fute some of the insinuations which had been thrown out — in- 
sinuations which tended to show that while art and science, in 
every other department, had been progressing on to glorious re- 
sults, education had not only been at a stand, but had actually 
been retrogressing. In conclusion, he promised to work for the 
cause of education to the best of his ability, and would always 
be found hand in hand with those who were seeking to build 
:v* "-, efficient svstfvm. 



38 SACRAMENTO COUNTY 

The President then announced that the Rev. Dr. Peck would 
deliver an address in the evening upon " The necessity of Mili- 
tary Schools in a Republic." 

There being no further business, the Institute adjourned uutil 
8 o'clock, p. m. 

Receipts of the Meeting. — From Mr. Shellhouse, entrance fee, 
$1 00. Previous receipts, $22 00. Total to date, $23 00. 



J. W. Anderson, Secretary. 



F. W. HATCH, President. 



EVENING SESSION. 

Thursday, May 15, 1862. 

The Institute met pursuant to adjournment, at 8 o'clock 5 
the President in the chair. 

The roll of members was called, and the Minutes being read 
were approved. 

On motion of Mr. Anderson the delivery of the lecture by 
Dr. Peck was deferred for a few minutes in order to allow tardy 
members and others an opportunity of listening thereto. 

Mr. Dubois introduced the following : 

Resolved, That a committee of three be appointed to prepare topics for extempora- 
neous discussion, at our next session, relating to the principles of Education, or to dif- 
ferent methods of instructing, and that said committee be requested to report at the 
afternoon session of to-morrow. 

Resolved, That the President be and is hereby requested to set apart a portion of 
each day of our next session for, and call upon each of the teachers to relate his ex- 
perience as such, in which the trials, difficulties and successes, also the manner of 
teaching and general management of his school might be brought to view, that thus 
the skill and experience of each might become the common property of all. 

Resolved, That a recess of ten minntes be declared by the President in each of the 
morning and afternoon sessions, of the next Institute, for the purpose of recreation, 
and for giving the members an opportunity of becoming acquainted with each other. 

Resolved, That it is the desire of this Institute to have its evening sessions, after 
that of the first evening, devoted to lectures by distinguished speakers on subjects of 
general or special interest to the cause of Education or Science, and that the Presi- 
dent is hereby requested to procure speakers. The topics to be discussed may be 
decided upon by the President or speaker. 

Resolved, That the meetings of our next session be opened by singing and prayer, 
and that some one of the different clergymen of the city be invited to be present, for 
that purpose; also, that Mr. S. A. Smith be requested to lead the exercises in singing. 

The first and third resolutions were, on motion, adopted. A 
vote being taken upon the second, after amendment, it was lost. 



teachers' institute. 39 

On motion of the Secretary, the farther consideration of the 
matter was deferred, and the remaining resolutions were laid on 
the table. 

The Rev. Dr. Peck then addressed the audience on " The neces- 
sity of Military Schools in a Republic." The subject was ably 
treated at length. The following will give but an imperfect idea 
of his train of thought and scope of argument : 

War, said the speaker, is a terrible necessity. It is not a favorite theme with me. 
I speak rather of peace — " peace on earth and good will to men." But I know there 
is a fearful sense in which even my Divine Master " came not to send peace on earth, 
but a sword." Were it not for one fact this would be a staggering mystery. There 
is sin here. There is proud rebellion here against the laws of God and the rights of 
man. This haughty spirit is intolerant of justice. It is maddened by the clear ex- 
hibition of the right. It rises up to extinguish the light which it cannot bear — to 
destroy the mirror which reflects its deformity. And without a magistracy which is 
"a terror to evil doers," as well as " a praise to them that do well," it would drive in- 
nocence and right from the world. 

In the institution of government and the command to obey, the great Sovereign 
shows that violent usurpation is not permitted to destroy order — that civil and social 
justice may not resign this earth to the control of violence. 

Insubordination to rightly constituted authority may be abated by moral power, re- 
strained by fear or suppressed by force. The first is eminently the sphere of Christian 
philanthropy ; the last two belong to civil authority. 

I must not be understood as indorsing all the cause of war named in the books, but 
I admit that to enforce constitutional and statute law, and to prevent the breaking up 
of governments which guarantee " life, liberty and the pursuit of happiness," force 
may be indispensable, where the civil magistrate shall show that " he beareth not the 
sword in vain." 

The demand for military education in a republic is both general and special. The 
art of war in every country, involving and requiring science, may include — 

1st. The policy of war. This is alleged to depend, upon the right, or purpose " to 
claim rights or defend them ; to satisfy great public interests, such as those of com- 
merce, of industry, and of all that concerns the prosperity of nations ; to sustain 
neighbors whose existence is necessary to the security of the State or to the main- 
tenance of the political equilibrium ; to fulfill stipulations of alliances, offensive and 
defensive ; to propagate doctrines ; to suppress or defend them ; to extend its influ- 
ence or its power by acquisitions necessary to the safety of the State ; to save menaced 
national independence ; to avenge outraged honor ; or through a mania for conquests, 
and through a spirit of invasion." 

The policy of war may depend upon any or all of these considerations. To determine, 
is the province of government. Great sagacity in discrimination is required. Military 
education should prepare for this discrimination. Those who may be called upon to 
actively engage in the conflict should have every opportunity to understand "the 
policy of war." 

2d. Strategy is also matter of science. By this is meant " the art of properly direct- 
ing masses upon the theater of war, whether for invasion or defense." Military com- 
manders who have had no tuition or drilling in strategy are sure to be out-maneuvered 
by those who have. 

3d. The grand tactics of battles and combats must be studied under instruction. 

4th. Logistics, or the art of moving armies, involving the power of endurance, safety 
from surprise, marches, moving stock, the commissariat, etc., must be matters of edu- 
cation. 

5th. The art of the engineer, as concerned in attack and defense, can not be learned 
without instruction. 



.40 SACRAMENTO COUNTY 



6th. Elementary tactics especially require tuition. 

The Dr. showed at length how any people neglecting the study of the great laws 
involved in thes,e departments of war would suffer in collision with men of science. 
He then took up ,the special demands of a republic : 

The defense of a republic is not in a standing army, but in its citizen soldiery. It 
is not necessary that the rnasses should be warlike or educated in the art of war. 
Their high moral status and their patriotism will make them a most formidable army 
if committed tg competent commanders. They can be relied upon for courage 
and bravery, for endurance and obedience to orders ; but they must be led. The 
citizens of a republic ou^ht not to be warlike — to be a nation representing the war spirit. 
They are legitimately engaged in the arts of peace. Progress in civilization depends 
upon their devotion to personal and social improvement, and the business of practi- 
cal life. I dp not, therefore, advocate measures for the diffusion of the military spirit, 
nor would I introduce military education into the public schools. It is unnecessary, 
and in the end would be injurious. A warlike nation, as such, is likely to be in- 
clined to aggression or usurpation. No; educate not the rank and file, but the com- 
manders of a republican army. Then, upon any emergency, a most powerful force 
may be brought into the field, without the expense and perils of a large standing army 
or firing the spirits of youth with murderous hostility to other nations. Military 
schools are demanded for the education of leaders. The lecturer illustrated this 
position at length from the late war wjth Mexico and the present struggle with re- 
bellion, showing that the science acquired aj West Point had been our strength in the 
field. 

Again, he urged that a republic, especially our republic, is an object of jealousy — 
that despotic governments dread its popular suggestions, its historical teachings — that 
there is therefore great danger in supitieness. It is unsafe for a free government to 
be known to be weak — to be destitute of scientific and brave commanders. To be in 
a condition to compel respect is to prevent the necessity of defensive war. Let it be 
understood in Europe that our military schools have been abandoned or are inade- 
quately conducted, that we are destitute of men to discipline and command our raw re- 
cruits, and the first pretext for a war of invasion will be promptly seized. Our security 
at this moment is the fact which is becoming widely known, that in courage and patri- 
otism our whole effective male population may be relied upon in any emergency for 
the b'idy of an army, while the discipline they receive from scientific officers will con- 
vert them into veterans before any decisive advantage can be gained over them. 

The importance of republics was then introduced, showing the value of all measures 
necessary to their protection aud development. If free governments were of no value 
to the race — if they were false in theory and dangerous in tendency, then to leave 
them unprotected to fall victims to bold, insidious and despotic tyranny were no crime. 
But if God intended to give freedom to man — if the true basis of government is found 
in the consent of the governed — if jche progress and development of the human race 
require personal and civil liberty, then must we attach high importance to everything 
necessary to the defense and growth of free institutions. 

By what, demanded the speaker, will you measure the value of your republic ? 
Equal it unquestionably is to the value of property and freedom and life which it so 
effectually guards — equal to the high civilization which it generate 1 ? and inspires — 
equal to the value of that education and progress in refinement and the useful and 
liberal arts which it secures to American citizens — eqiial to the value of liberty to wor- 
ship God without the presence of a domineering, execrable censorship — equal to the 
freedom of thought and the pen and the press. Let it then be understood that the 
argument for due preparations for defense and commanding the respect of natiqns as 
a first class power, are as strong as all these vast considerations combined. 

The lecturer closed by enlarging upon the family and brotherhood of nations. He 
showed that every advance in the science of war was a measure of peace — that just in 
proportion as men were prepared to resist aggression the temptation to invade their 
rights diminished — that power to command respect affords time and inducements for 
flw full display of philanthropy. He elevated philanthropy above patriotism. The 
jatter regarded the local, while the former took care of the universal interests of the 



TEACHEKS' INSTITUTE. 41 



race. He insisted that even the death struggles of nations in this age were to be the 
precursors of coming repose and beneficence. Once more the great powers were to 
be taught that they could not destroy each other — that they have a mission of good 
will to the ages and the nations — that rebellion and treason are against and not in 
favor of true progress, and finally that the genius of Christianity, which repels murder- 
ous aggression, must, to perfect our guarantees, hasten to spread its genial power over 
the globe. 

J. B. Harmon, Esq., extended an inyitation to the teachers of 
the Institute to meet at his residence on Friday Evening, the 
16th inst., for the purpose of social enjoyment. 

The Institute then adjourned until 10 o'clock, a. m., of the 16th 
inst. 

Receipts of the Evening. -^From Geo. Smith, dues for term, 
50 cts. Previous receipts, $23 00. Total to date, $23 50. 



FOURTIJ 3} AY. 

Friday, May 16, 1862. 

The Institute met pursuant to adjournment, at the hour of 10 
o'clock, a. m. ; the President in the chair. 

The roll was called, and the Minutes of the previous meeting 
read and approved. 

A communication was received from Mr. Henry Maginn, ex- 
pressive of his desire to become a member of the Institute. 

Mr. Maginn being in possession of a certificate of qualification 
from the Sacramento CoUQty Board of Examination, was duly 
elected, and having paid the constitutional entrance fee his 
name was enrolled on the list of active members. 

On motiou of Mr. Anderson, the resolution of Mr. Shellhouse, 
which was tabled on yesterday, was taken up for consideration. 

Mr. Shellhouse then, by consent, withdrew the resolution and 
offered the following : 

Resolved, That in the opinion of the members of this Institute the subject matter 
usually taught in our common schools is to a great extent inappropriate and seriously 
defective — inappropriate, because much time is lost in acquiring nearly useless knowl- 
edge, to the exclusion of that which is practical and available in after years — seriously 
defective, because only the intellectual faculties are mainly educated, whilst the moral 
faculties, animal propensities and physical condition of the pupils are to a great extent 
ignored and neglected. 

This, he said, was the substance of what was intended in the 



42 SACRAMENTO COUNTY 



resolution offered on yesterday. He proceeded to remark at 
length on the subject of Education, which, he contended, fell 
far short of its legitimate objects. He read an extract from Dr. 
Draper's Physiology, in which the opinion was expressed that 
the elementary education of the schools is destructive to the 
morals of youth and tends to the increase of crime, which he 
asked to have placed on the record. 

Messrs. Anderson, George Smith, Eaker and others strenu- 
ously opposed the placing of any such scandal upon the common 
schools upon the record. 

Mr. Shellhouse replied, defending his position. He contended 
that it was incumbent on teachers to cultivate the moral and 
physical faculties of children, and that qualification to do this 
should be one of the considerations upon which certificates 
should be granted. 

Mr. Anderson thought that the resolution was a direct impu- 
tation on our common schools. He believed that morality was 
now taught by every teacher, and that there was a good con- 
dition of morals in the schools. He did not think that religious 
doctrines should be introduced, except in a general manner. 

Mr. S. A. Smith opposed the resolution. He asked the ques- 
tion, if any one supposed a teacher could discharge his duty 
without inculcating morals. 

Mr. George Smith and Mr. Lawlor continued the discussion 
in opposition to the views expressed by the author of the reso- 
lution. 

Mr. Shellhouse was satisfied that the introduction of the reso- 
lution had had its effect, and after some further remarks in it£ 
support, the question on its adoption was taken and lost. 

On motion of Mr. Sibley, the resolutions of Mr. Dubois, laid 
on the table on yesterday, were taken up for consideration. 

A motion having been made to adopt the fourth resolution, 
Mr. Anderson moved to amend by striking out all after the 
word resolved. 

The amendment was adopted. 

The fifth resolution, after some discussion by Messrs. Smith, 
Eaker and Shellhouse, was adopted as read. 



TEACH KE8' INSTITUTE. 43 

Mr. S. A. Smith proposed the following additional section to 
Article YII. of the By-Laws : 

Any member being absent from any meeting of the regular sessions of this Institute 
shall be fined in the sum of fifty cents, unless excused by the Institute. The collection 
of such fines shall be enforced in the same manner as that provided for the payment 
of dues, as specified in Article III., Section 2 of the By-Laws. 

On motion of Mr. Anderson, the proper officers were directed 
to draw a warrant upon the Treasurer in favor of Grimes & Fel- 
ton for the sum of twelve dollars, this sum being due them for 
the use of chairs furnished the Institute ; also, a warrant in favor 
of the Janitor for the sum of ten dollars, for lighting and tend- 
ing to the hall during the sessions of the Institute. 

On motion of Mr. Anderson, the thanks of the Institute were 
tendered to the Sacramento Yalley Railroad Company and to 
the stage companies for favors extended to the members of the 
Institute. 

Mr. Anderson offered the following : 

Hesolved, That a committee of three teachers be appointed, whose duty it shall be 
to prepare and report to the Institute at its next meeting, for their adoption, a course 
of disciplinary study for teachers, embracing intellectual, moral and physical culture. 

The resolution was adopted, and the President appointed 
Messrs. Anderson and Sibley and Miss M. A. Stincen on said 
committee. 

The President having omitted to appoint a committee for the 
seclection of subjects for extemporaneous discussion at the next 
session, now appointed Messrs. Dubois, Kinney and Eaker. 

The following report of the Treasurer was received, read, and 
on motion adopted, viz : 

Sacramento, May 15, 1862. 
To the Officers and Members of the Sacramento County Teachers' Institute : 

I have the honor to submit the following report of the condition of the treasury up 
to this date : 

Total receipts of last session $42 00 

Total receipts of present session 23 00 

Total $65 00 

EXPENDITURES. 

Paid cost of procuring blackboard $ 75 

Paid for paper and postage 40 

Paid Hossack & Crawford's bill of stationery 50 

Paid for record book 3 00 



44 SACRAMENTO COUNTY 



Paid Janitor's fee last session 12 50 

Paid for procuring blackboard for the present session 50 

Paid for paper 50 

18 15 

Balance in treasury. , $46 85 

All of which is respectfully submitted. 

GEORGE SMITH, Treasurer. 

The Special Committee on Course of Studies proper to b > pur- 
sued in the county schools submitted the following report, which 
was, on motion, laid on the table until the afternoon session. 

Sacramento, May 16, 1862. 

We, the committee appointed to select an order of studies to be pursued in the 
common schools of the county of Sacramento, would report that we have had the same 
under consideration, and are compelled, from the great diversity of talent, and, in 
many cases, the very limited opportunities of the scholars, to omit the designation of 
any certain time in which the different classes shall be completed : 

First Grade — Primer, with the simple combination of the letters in spelling; 
simple exercises in drawing on the slate. 

Second Grade — First Reader and Spelling Book ; Punctuation ; Value of figures 
and letters used to represent numbers, together with exercises on the numerical frame. 

Third Grade — Second Reader; Speller; Powers of Letters; Writing; Mental 
Arithmetic. 

Fourth GRADE-r-Third Reader ; Spelling, with dictation exercises ; Writing ; Rudi- 
ments of Written Arithmetic, with mental exercises by the teacher, and Primary 
Geography. 

Fifth Grade — Fourth Reader ; Written Arithmetic ; Intermediate Geography ; 
Grammar ; Spelling and Writing. 

Sixth Grade— -Historical Reading ; Bookkeeping ; Philosophy ; Grammar, Arith- 
metic and Geography completed. 

General Exercises — Daily exercise in Object Teaching and Vocal Music ; Weekly 
exercises in Declamation and Composition, alternating — these exercises shall commence 
in the Third Grade ; Weekly exercises in Moral Lessons. 

We also recommend for your adoption the following : 

That when any of the teachers are about to vacate their positions they shall leave 
with the Trustees a written statement of the standing of the scholars in each of the 
classes in their school, which statement may be presented to the succeeding teacher. 

The Committee respectfully refer the teachers to Moral Lessons, by Cowdry ; Object 
Lessons, by Calkins. 

All of which is respectfully submitted. S. A. SMITH, 

J. A. SIMMONS, 
A. S. DUBOIS. 

The Institute then adjourned until two o'clock, p. m. 

Receipts of the Meeting. — From Mrs. Orr, Miss Keegan and 
Mr. Shellhouse, each, for dues, 50 cts. — $1 50 ; from Mr. 
Maginn, entrance fee, %l 00. Total, $2 50. Total to date, 
$26 00. 

F. W. HATCH, President. 

J. W. Anderson, Secretary. 



teachers' institute. 45 



AFTERNOON SESSION. 

Friday, May 16, 1862. 

The Institute met pursuant to adjournment at the hour of 2 
o'clock, p. m., the President in the chair. 

The roll of members was called, and the Minutes of the pre- 
vious meeting read and approved. 

On motion of Mr. Anderson, the report of the Committee on 
Order of Studies for the Schools in the County was taken from 
the table for consideration. 

Mr. Lawlor moved that Article I. be read a second time and 
adopted. 

Mr. Anderson doubted the propriety of adopting the report 
at the present time and in its present shape. The culture of 
the physical has been entirely overlooked. He insisted upon 
the importance of the subject, and instanced a case where a 
thorough change in the physical conformation of a child had 
been brought about by a lady in one of our schools, by proper 
culture. 

Mr. Jackson thought that it should first be settled whether, 
if the course was adopted, the teachers of the county had the 
power or the wish to follow it ; he thought they had neither. 

Mr. S. A. Smith said the same question arose in the Com- 
mittee, and the opinion was that if the order was adopted it 
would be followed. 

Mr. Eaker was in favor of the report. He thought that a 
graded system was much needed in the county schools. It 
would avoid much confusion, inasmuch as the changes of teach- 
ers were so frequent. 

Mr. Anderson moved to amend the motion to adopt Article I., 
by including the whole report, and that teachers and trustees, 
as far as practicable, be requested to conform therewith; also, 
that a committee of five teachers from the county be appointed 
to take the matter under consideration, and report at the next 
session such amendments to the course specified in the report 



4t> SACRAMENTO COUNTY 

as might be deemed suitable for adoption by this Institute, and 
to be followed by teachers throughout the county. 

The amendment was adopted, and the President appointed 
on the Committee Messrs. J. M. Sibley, J. A. Simons, S. A. 
Smith, A. S. Dubois and Miss M. E. Gates. 

Mr. A. R. Jackson, being present, proceeded to address the 
Institute in an interesting manner upon the subject of " System 
in Teaching." 

Mr. Templeton offered the following resolutions, which were, 
on motion, adopted, viz : 

Resolved, That the thanks of this Institute be tendered to the Hon. W. W. Weeks, 
Secretary of State of the State of California and to Judge A. H. H. Tuttle, Assistant 
Secretary of State, for favors extended to the members during the present session. 

Resolved, That the attention of trustees and teachers be called to the necessity 
for the adoption of a uniform series of registers throughout the county in order that 
the possession of valuable statistics not otherwise attainable may be secured. 

Resolved, That the attention of teachers be called to the necessity of examining the 
various text books recommended by the several Committees of the State Institute at 
its last annual session. 

Mr. Anderson having made some suggestions relative to the 
printing of the proceedings of this session of the Institute, on 
motion of Mr. Dubois, the President was requested to obtain 
such assistance as possible from the Supervisors of the county, 
and that any deficit be raised by an assessment upon the mem- 
bers at the beginning of the next session. 

The Committee appointed to select subjects for instruction at 
the next session, and to appoint suitable persons to conduct them, 
presented the following report, through their Chairman, J. A. 
Simons : 

Sacramento, May 16, 1862. 
To the Members of the Sacramento County Teachers 1 Institute : 

Ladies and Gentlemen : We, your Committee, to whom was referred the duty of 
selecting subjects for practical instruction, and designating teachers to conduct them, 
would respectfully report that we have discharged the duty assigned, and recommend 
the adoption of the following resolution : 

Resolved, That the following shall be the order of subjects and instructors for the 
next session of this Institute : 

FIRST DAT. 

1st, Grammar, by W. B. Lawlor ; 2d, an Essay by Mrs. L. H. Boothby, subject op- 
tional ; 3d, Writing, by A. S. Dubois. 

Afternoon. — Practical Arithmetic, by S. Kinney ; also, an Essay by Miss E. R. 
Spaulding, on the Cultivation of the Moral and Beautiful. 

SECOND DAY. 

1st, Reading and Elocution, by A. B. Eaker ; 2d, an Essay by Mr. Shellhouse — sub- 



teachers' institute. 47 



ject, the Qualification and Duties of Teachers in our Common Schools ; 3d, Mental 
Arithmetic, by Mrs. Virginia Mills. 

Afternoon. — Object Lessons, by J. M. Sibley; an Essay by Miss E. A. Emmons, 
subject optional. 

THIRD DAY. 

1st, Geography, by J. W. Anderson ; 2d, an Essay by Miss M. McConnell ; 3d, 
Orthography and Orthoepy, by S. A. Simons. 

Afternoon. — 1st, History, Method of Instruction in Primary Classes, by George 
Smith ; 2d, The Importance of Vocal and Physical Exercises and of Discipline in 
Schools, by S. A. Smith. 

Respectfully yours, J. A. SIMONS, 

J. M. SIBLEY, 
MRS. V. MILLS. 

The Hon. J. H. Warwick and Dr. J. P. Morse briefly ad- 
dressed the Institute. 

Mr. Lawlor, in the absence of any special business, made a 
few remarks respecting the course of Examination adopted by 
the Examining Board of Sacramento county, commending it for 
its strictness, and expressing the belief that it was conducted in 
a manner calculated to secure good teachers. 

On motion, a vote of thanks was tendered the President, for 
the able manner in which he had presided over the delibera- 
tions of this Institute. 

Whereupon the President addressed the members as follows : 

Ladies and Gentlemen : The business of the session is completed, and we are about 
to separate and return each to the scenes of his daily stated avocations. I believe I 
will but echo the sentiment of every member of this Institute in saying that we have 
done a good work — that the sessions have approached nearer to a high standard of 
practical utility than ever before ; and I am sure that your labors here will be re- 
warded by good fruits in the field of duty in which you are each to engage. Mind has 
met and contended with mind. Many practical and valuable views have been thrown 
out for the common benefit. You have learned something of the different methods 
pursued, and doubtless have laid up some important truths, new to yourselves, but 
tested and proven by others. 

The latitude of discussion in which you have indulged, has led to the expression of 
many sentiments worthy of close, calm and anxious consideration. They affect the 
whole system or plan of common schools. Some of them strike at the very founda- 
tion of that great, broad, extensive system for which statesmen and philanthropists 
have labored, and to which humanity has confidently looked as the cherished agent of 
modern civilization. Is it indeed true, my friends, that this great system of common 
schools is but an instrument of moral deformity — that the education it affords is the 
promoter of crime ? Theory may preach the doctrine, but experience must test it. 

Let each teacher answer the question for himself. It can be determined here, in 
this county, on a small scale, as well as elsewhere. Has your school, my friend, 
been a nursery of crime and immorality ? Have the children confided to your charge 
been trained to vice, evil passions permitted to control them, or have they not rather 
been incited to virtue, and in the thousand ways which intelligence suggests, sought 
to be impressed with a just sense of their high responsibilities as moral, immortal and 
accountable beings ? This is the true test — answer it for yourselves, and I fear not 
the response will be unworthy of you or of the sacred profession you have adopted. 



48 SACKAMENTO COUNTY TEACHERS INSTITUTE. 

I shall detain you no longer. I thank you, ladies and gentlemen, for the kindness 
which has been manifested towards me during the sessions of the Institute, and in the 
discharge of the duties of the office which I have the honor to occupy. I can only 
promise you a hearty co-operation in all measures calculated to promote your own in- 
terests in the profession of your choice.- 

On motion, the Institute adjourned until 1\ o'clock, p. m. 
Receipts of the Meeting — From H. Maginn, for dues, 50 cts. 
Previous receipts, $26- 00. Total to date, $26 50. 



EVENING SESSION, 

The Institute' met at 1\ o'clock, P. m. 

The President and Vice President being absent, the meeting 
was called to order by the Secretary. 

On motion,^ Mr. S. A. Smith was chosen President pro tern. 

The calling of the roll was dispensed with. 

The Minutes of the last meeting: were read and approved. 

After remarks by various persons the Institute adjourned to 
meet in the city of Sacramento on the second Tuesday of 
November, A. D. 1862. 

S. A. SMITH, President pro tern. 

J. W. Anderson, Secretary. 

After the adjournment, the members proceeded to the resi- 
dence of J. B. Harmon, Esq., and passed the evening in social 
enjoyment. 



May, \V*» 



LIBRARY OF CONGRESS 



019 761 892 9 



